3-year School Development Plan
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1 3-year School Development Plan School Year 2012/13 to 2014/15 Po Leung Kuk Tong Nai Kan Junior Secondary College
2 1
3 Content Page The Kuk s Spirit 3 Aims of Po Leung Kuk schooling 4 Present state of school 5 3-year school development plan (School year 2012/13 to 2014/15) 10 2
4 The Kuk s Spirit 3
5 Aims of Po Leung Kuk Schooling 1) Po Leung Kuk is a voluntary organization. The primary objective is to care for the young and protect the innocent. We have gradually evolved to serve the citizens of our society. We have the same approach in serving the children of our public citizens to provide an excellent educational service. 2) The Kuk runs different types of non-profit making schools for the needs of society. Our teaching objectives and policies are mainly based on providing social benefits. The policies should be able to keep pace with time in order contribute to society. 3) The Kuk s mission is to provide quality education to all students in our schools through our 100 affiliated educational units. Our schools' motto - love, respect, diligence and integrity - represents the core values that underpin our services. 4) Our coursework places a strong focus on balanced learning - cognitive, aesthetic, social, physical and moral. The curriculum can respond quickly to the latest changes and developments locally and internationally, challenging the students to have an informed view of the current issues and events that affect their world. 5) The Kuk has no political or religious persuasions in our schools, in the belief that everyone should be able to equally enjoy freedom of expression and religion. We actively encourage our students to participate in volunteering to maintain a sense of social responsibility to the community, and respect diversity. 4
6 Present State of School 1. Strengths 1.1. With regard to school A clear management structure with meetings by school committees to ensure the transparency of programmes and policies and to ensure accountability for the school actions. Resource allocation according to the needs of the school and provision of support for the academic development and personal growth of students. The school has already developed a transparent assessment system, and a well-established culture of self-evaluation. The school has established different channels to inform stakeholders and the public of the performance of the school. Middle managers are committed to fulfilling their duties and providing support and guidance to staff. 1.2 With regard to students Students have a sense of achievement and at the same time enjoy a good peer relationship. Students ability is continually improving. Some students show an eagerness and curiosity to learn. Students are well-behaved and self-disciplined. Some students demonstrate leadership qualities which are evident through the various opportunities provided by the school. Through the discretionary allocation system for S.1 students, the school has mainly admitted Band 1 students. 1.3 With regard to teachers The number of professional teachers on staff has increased and as a result, the quality of professional teaching has been enhanced. The focus on the junior curriculum has strengthened the teaching and learning quality. 5
7 Teachers are continually engaged in professional developemental courses or seminars (e.g. subject related professional seminars and courses), and as a result, the teaching quality and efficiency is enhanced. The culture of professional sharing is well-established, including mutual lesson planning and lesson observation. The curriculum design caters for diversity and is based on the students levels and needs. Teachers flexibility in teaching pedagogy and the provision of extra-curricular activities has fostered students interest in learning. Appropriate and detailed feedbacks by the teachers enable students to improve their learning. Teachers commitment to the role of class teacher facilitates students personal growth. A good teacher-student rapport has resulted in the school winning the Care for the School Award for the past few years. 1.4 With regard to parents Transparent policies have ensured a strong school-pta relationship and as a result, the parents are willing to share their opinions and are supportive of the development of the school. The majority of the parents are willing to cooperate with the school and together with the teachers guide and help their offspring learn. As a result, Home-School co-operation has been fostered. 1.5 With regard to the community Links with external organizations in the community enable the school to effectively utilize community resources and support. 6
8 2. Weaknesses 2.1 With regard to school The school provides a variety of extra-curricular afterschool course and actvities, but clashes in timetabling of the activities affects students participation. 2.2 With regard to students A small group of students are still dependent on teachers, and the lack of confidence hinders their academic performance. Room for improvement remains in developing students reading habits in English. Room for improvement remains in developing students high-order thinking skills. Learner diversity still exists. A small group of students still need to improve their learning motivation. Room for improvement remains in developing some students morality and self-management skills. Room for improvement remains in developing students physical health. 2.3 With regard to teachers A tight curriculum results in the lack of time for the development and utilization of various teaching activities. Room for improvement remains for teachers guidance and support to individual students. Teachers still need to foster students moral and civil education. 2.4 With regard to parents A small group of parents are over-protective and this hinders the work of Discipline Guidance Committee. 7
9 3. Opportunities 3.1 With regard to school The school has re-structured the administrative structure enabling staff to show their potential in different positions. A good relationship between the school leaders and the middle manager helps in elevating the whole school atmosphere. The communication and co-operation between school committees and subjects has been increased and as a result, the teaching and learning efficiency is maximized. The school provides a variety of detailed self-assessments, for example, Book Inspection Form, Appraisal and Self-Reflection Form etc and as a result, teachers can be aware of their strengths and weaknesses. The Kuk provides various professional courses and seminars which helpls to enhance teachers professional development. The publicity and the promotion of the school in the last few years has ensured the intake of high level students. 3.2 With regard to students The academic results have been increased as a result of the continual increment in students quality. There is a great improvement in students performance in inter-school activities and competitions resulting in a growth of self worth. 3.3 With regard to teachers Teachers recognize the importance of appraisal by the school and the students and continually reassess and establish effective assessment systems to enhance the quality of teaching. 3.4 With regard to parents Parents have a higher expectation of students academic performance. The PTA is well-developed and parents are willing to take the initiative to 8
10 participate in the decision-making process of school policies, home-school activities and school services. 3.5 With regard to the community The availability of a variety of resources and funding has encouraged the school to apply and as result, the efficiency of teaching and learning and the organization of activities is maximized. More tertiary institutions are providing more opportunities for co-operation and professional sharing. 4. Threats 4.1 With regard to school Reduced manpower has increased the workload of all staff. 4.2 With regard to students Negative emotions on the part of some students indicate high stress levels. Lower ability students lack a sense of achievement, thus they have a low motivation in learning. The level of some students is below the English learning standard which affects their learning efficiency. 4.3 With regard to teachers Teachers who teach lower ability classes are under pressure because they are expected to upgrade students academic results and to achieve the academic targets. Heavy workload for the class teachers results in stress for teachers. The increased teacher-student ratio has resulted in more work for the teachers. 9
11 School Development Plan (Year 2012/13 to 2014/15) Major concern (with priority) 1. Raising students academic standards Targets 1.1 Raising the efficiency of teaching and learning 1.2 Equipping students with high-order thinking and critical thinking skills Strategies - Teachers participation in professional training and development all teachers fulfilling the English proficiency level half or more than half of the Chinese teachers passing the Putonghua benchmark half or more than half of the teachers getting a master degree - Subjects establishing teaching resources data banks - Subjects starting teaching research development - Subjects developing IT teaching - Consolidating subject-based ACT curriculum conducting cross-curriculum exchange with LS. LS helps inspecting the existing subject-based ACT curriculum conducting cross-curriculum ACT sharing - Conducting inspection of LS curriculum inspecting the existing curriculum after ACT exchange with other subjects embedding Graduation Thesis writing skills into the curriculum - Training in high-order thinking and critical thinking skills should be included in lessons and assessments of all subjects. 1.3 Focusing on - Arranging various afterclass courses, catering for the needs of catering to learner diversity and MOI in order to students: English Department : English enhancement course for NAC and tutorials TSA practices and courses Elite classes for bright students increase the academic results - Inspecting the curriculum of subjects, designing tailor-made school based curriculum Adjusting the curriculum base on the levels and the subjects Designing various levels of curriculum according to the needs of the subjects - Inspecting the curriculum of all EMI subjects, improving the quality of EMI teaching Setting an MOI task force, conducting the PIE for MOI 1.4 Raising students self-learning ability, building-up self-learning habits 1.5 Raising students ability in biliteracy and trilingualism - Modifying the comprehensive incentive scheme Flying High Programme with inclusion of a variety of rewarding items. Gradually having a higher expectation of students - Providing more opportunities for self-learning by subjects. Designing self-learning packages for each form Providing self-learning topics and coverage - Cultivating a good reading habit Modifying subject-based reading schemes and assessment strategies - Increasing the opportunities for students to use English and Putonghua Organizing English Week and Putonghua Week - Using Putonghua as the medium of instruction when teaching Chinese in some classes - Exploring more exchange activities with schools in the mainland and overseas - Launching English and Putonghua drama education 10 Time scale being implemented in preparation
12 2. Building-up students moral values 2.1 Developing students positive moral virtues - Strengthen students personal values Including : Love, Respect, Diligence, Perseverance, Honesty, Responsibility, Humbleness and Commitment Subjects and committees designing related curriculum and activities - More participation in voluntary services 2.2 Raising students civil awareness - Strengthening students civil awareness Including civil education in the teaching and various activities organized by subjects and committees Emphasizing the role of class teachers, raising students civil awareness through class-based activities 2.3 Raising students awareness of national identity - In-line with the educational policy, strengthening students awareness of national identity Including national identity education in the Liberal Studies and Chinese History curriculum Including national identity education in the teaching and various activities organized by subjects and committees 11
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