1. School Vision & Mission

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1 2017/ /20

2 1. School Vision & Mission The vision of the School is as follows:- to adopt the motto of the Buddha s spirit of benevolence and fraternity and to nurture students good characters; to provide a caring, supportive and stimulating environment which nurtures an all-round education and development of our students; to develop the full potential of our students that will enable them to become confident and independent in all aspects of school life; to prepare our students for their responsibilities as good citizens and develop their awareness of their role in the community. The mission of the School is as follows:- to allow students to have a better understanding of Buddhism through Buddhist studies and related extra-curricular activities, which help students further explore the Buddha s spirit of benevolence and fraternity, and facilitate their mental and intellectual developments; to help students acquire the ability of self-discipline and enhance their sense of belonging to the School; to encourage students to take part in more extra-curricular activities and create a language rich environment so that they can enhance their proficiency in Chinese and English and develop their multiple intelligence; to keep close touch with parents through activities organized by the Parent Teacher Association and constant contact between teachers and parents, thus facilitating the School s development and enhancing learning efficacy; to help students acquire knowledge of information technology and develop the ability to apply information technology so that they are able to meet the needs of society in the twenty-first century. 2. School Goals Uphold moral and spiritual values based on Buddhism principles, help students further explore the Buddha s spirit of benevolence and fraternity ; Provide a holistic education that nurtures the whole person and helps students acquire the ability of self-discipline and enhance their sense of belonging to the School; Promote multiple- intelligence development to allow students to develop their own 1

3 individual talents and a bilingual programme that emphasizes both English and Chinese languages and cultures and leads to fluency in these two languages; Nurture in each student an open outlook in life, respect for cultural diversity and the beliefs and values of all people, and a sense of commitment and social responsibility; Helps students to become flexible thinkers who are able to question existing thinking, adapt and creatively meet the demands of the future; Integrate liberal arts, science and technology to allow students to adjust well in a competitive global society. 3. School Motto Benevolence and Fraternity 4. Core Values of Education Po Kok Primary School is committed to the achievement of academic excellence. It is characterized and enriched by its diverse, multicultural environment of NCS students. The core value of Po Kok Primary School is to inspire students to a lifelong love of learning. The school promotes a holistic development based on Buddhism principles and sound moral values. It encourages creativity, which will maximize students potential and promote the growth of the whole person. The school prepares its students to be ethical, compassionate and responsible citizens who contribute to the local and global communities, be respectful of others views, beliefs and cultures, and make a difference in the world. 2

4 Holistic Review Effectiveness of the previous School Development Plan Major Concerns Extent of targets achieved Follow-up action Remarks Homework Star Scheme will be continued as routine work. The Nice handwriting award scheme will be continued to develop students to finish homework seriously. I. Develop students positive learning attitude, enhance their self-study skills and promote interactions in lessons Develop students positive learning attitude, e.g. students can hand in homework on time Fully achieved: According to the results of the stakeholder survey, I often do my assignments seriously. scored 4.8. Moreover, according to the results of Homework Star Scheme and the routine evaluation meetings of major subjects, most of the students earned the title of Homework Star. Some of the students had neat and tidy work in Penmanship and were awarded with chop at least once in each term. All these evidence showed that the scheme had developed students good learning attitude gradually. Students can enhance their self-study skills to check and reflect on their work progress, e.g. use self-checklist, bank book Partly Achieved: According to the teachers observation and the results of the stakeholder survey, this aim is partly achieved. Most of the senior students are familiar with the use of Traffic Light system to check the answers and can finish the self-checklist but some of the KS1 students and lower achiever students still need teachers guidance to do. Moreover, some of the P.3-6 lower achieving students didn t have motivation to finish their preparation as some of the tasks were not Continue to be a major concern in the next SDP. According to the result of stakeholder survey, there is room for refining students self-study skills. After discussing with all teachers, teachers agreed that in order to further strengthen students self-study skills, the first priority is to enhance students motivation so the structure of the lesson should be reexamined. Then, teachers can design more subject based self-study learning materials to develop students self-study skills in stages. 3

5 II. Cultivate students sense of healthy life interesting and did not cater for their learning needs. All these showed that there is room to further strengthen students self-study skills and raise their learning interests. Teachers can make use of interactive teaching strategies, e.g. elearning individual whiteboard, to enhance interactions in lessons Partly Achieved: According to the results collected from lesson observations and subject minutes, most of the teachers could make use of interactive whiteboard and individual whiteboard to enhance interactions in lessons. However, some of the inexperienced teachers didn t grasp the e-learning teaching skills well. There is still room for improvement to extend the use of elearning to other subjects to enhance learning and teaching efficiency. Students can build up a positive eating and exercising habit. Partly Achieved: The school has organized a Healthy Life programme for students and seminars about eating and exercising habits for parents to promote the importance of healthy life. According to the school-based questionnaires and parents questionnaires, most of the stakeholders agreed that they had brought healthy lunch and snacks. However, there was still room of improvement in the BMI. Besides, according to the parents questionnaires, parents reported that students did not do enough exercise. There is still room of improvement in the awareness of positive and exercising habits. Provide support to relatively new teachers to help them grasp the skills of elearning and extend the use of elearning to other subjects. Continue to be a major concern in the next SDP. Continue to be a major concern in the next SDP: Continue joining the Eat Smart Campaign and holding different seminars. More sports activities are necessary such as running zone, hula hoop, rope skipping, yoga and other sports ECAs. 4

6 III. Strengthen middle management and consolidate the culture of self-evaluation Students have a positive attitude towards healthy life, can respect and care about others. Fully Achieved: The school has used the notion Po Kok Family, Racial Harmony to promote racial harmony and mutual respect at school. The school has also implemented Invitational Education and Class Based Management to enhance the bonding among students, teachers and the school. According to the APASO, care for others and praise scored over 3.60 in all questions. Besides, Q.28, Q.30 and Q.32 which were care about school s property and family scored more than According to the results of the stakeholder survey, Teachers care about me and I like my school scored 4.9. Middle managers have a clear understanding of their roles and they have common vision for school development. Fully Achieved: According to the result of the teachers questionnaire, 100% middle managers agreed that after the training programmes, they have a more clear understanding of their roles and they have developed common vision for school development. IE approach and Class Based Management will be continued as routine work. Continue to promote IE in the next three years school development to continue boosting students positive life values. The middle management training programme will be continued as routine work as there will be more new middle managers joining in the future. Middle managers have strengthened their sense of self evaluation. Hence, they have better planning, coordinating and monitoring abilities to enhance school effectiveness. Partly Achieved: Although most of the middle managers agreed that they PIE training programme will also be continued as routine work. In order to help the relatively inexperienced middle managers to enhance their work efficiency, it is suggested to carry on the PIE workshops. 5

7 have strengthened their sense of self evaluation through the program, the new middle managers are relatively green and inexperienced. They need more time and support to refine their PIE skills and leadership. 6

8 Evaluation of the School s Overall Performance PI Areas Major Strengths Areas for Improvement 1. School Management The school management has vision and aspirations. It always takes into consideration the views of different stakeholders in formulating measures that address students needs. The school has a clear PIE system in the SSE cycle which involves all teachers. The school is able to keep abreast of the latest trends in educational development. The middle managers have a clear understanding of their roles and they have developed common vision for school development. The school has over 10 years of experience in catering for Non-Chinese Students. As there are more new teachers joining the school, there is a need to support new teachers to adapt to the new environment. Teachers with relatively less experience do not have an in depth understanding of the culture of the Non Chines Students. As the number of teachers is increasing, there is a need to enhance team spirit among teachers. 2. Professional Leadership The school has established a systematic framework of professional development. A harmonious working atmosphere is created to boost teachers morale and team spirit. Panel heads and teachers have an amicable working relationship with sufficient communication. Geese Programme helps teachers to path their professional development and address their individual training needs. The school management makes effective utilization of internal and external resources to strategically strengthen learning and teaching. Refine the support system and induction programme to render more support to new teachers (With 0 to 5 years of teaching experience at our school) to fulfill their professional needs. (Responding to SWOT analysis) Build a strong school culture of mutual understanding, communication and professional sharing 7

9 PI Areas Major Strengths Areas for Improvement 3. Curriculum and Assessment The school has developed various supporting ways such as co-planning lessons, lessons sharing, learning circle, peer lesson observations etc. to let teachers share their teaching experience regularly. Panel heads have developed their school-based curriculum to support the learning of the students. Major subjects made use of different data such as academic results, lesson observations, routine booking marking to evaluate teaching and learning effectively. With different modes of assessment, the school has used various formative assessments such as quality assignment and project learning. Some of the major subjects started to develop Assessment as learning such as module assessment, to let students reflect on their learning progress. E-learning will be used in all major subjects to catch up with recent trends in education development. The school will develop Reading Across the Curriculum through interdisciplinary activities so as to enhance students reading skills and reading habit. In line with the new educational trend, General Studies will set up a more structural STEM development framework in the coming year. The school will hold interdisciplinary activities to enhance students investigation and problem-solving skills. In line with the new educational trend and further to promote students to develop happy school life, the school will refine the timetable in the coming year. 8

10 PI Areas Major Strengths Areas for Improvement 4. Student Learning and Teaching Teachers can apply the Better Teaching and Learning Scheme in the lesson. (From major subjects minutes and lesson observations) Teachers can make good use of cooperative learning strategies. They have clear instructions and demonstrations. (Respond to stakeholder survey) Teachers can ask different levels of questions to help students explore their thinking. (Respond to stakeholder survey) In making oral presentations, students can express themselves clearly. Their presentations are well-organized. (Respond to stakeholder survey and lesson observations) Students have promoted positive learning attitude such as handing in homework on time. (Respond to stakeholder survey) Write up Chinese Enhancement Policy to enhance students Chinese listening and speaking abilities through whole school activities. Students had more chances to speak in and listen to Chinese. Teacher Professional Development Team should monitor and oversee the implementation of the training programmes and workshops of self-study teaching skills and STEM to foster learning and teaching capacities. There is room for refining self-study skills such as preview activities, self-checklists, etc. (Respond to stakeholder survey) Major subjects can develop self-study resource bank according to students learning interests and learning difficulties and to help students develop self-study skills gradually. (Respond to stakeholder survey) The school should refine teaching and learning strategies to motivate students to learn actively in lessons. Provide support to relatively new teachers to help them grasp the skills of elearning and extend the use of elearning to other subjects. 9

11 5. Student Support PI Areas Major Strengths Areas for Improvement School has developed our school-based curriculum to support Non-Chinese Students. The school provides students with various kinds of support services and programmes. The school has strategically fostered a caring and supportive campus using Invitational Education and Class Based Management. School has successfully created a harmonious environment, which promotes racial harmony. For low-income families, the school has been working with different organizations to provide them with financial and learning support to enhance their self-confidence. The school has put in place a clear mechanism capable of early identification of students with SEN. School-based educational psychologist service was provided to give support to parents, students and school. A Whole School Approach to Integrated Education was adapted successfully. External resources are utilized effectively to help all students. School has awarded in the EatSmart School Accreditation Scheme. Support Non-Chinese Students with focused values education. More sports ECAs and different varieties of sports recess activities should be provided to strengthen the sense of balanced healthy lifestyle. (Comparatively more overweight students according to the results from the weight for height charts. Respond to stakeholder survey and SWOT) Strengthen the sense of balanced healthy lifestyle. Set up a series of programmes for P.1 students to provide extra support. (Respond to SWOT) 10

12 6. Partnership PI Areas Major Strengths Areas for Improvement The school regards parents as significant partners. PTA has been set up for years and the relationship between school and PTA is harmonious. The school has close relationship with the community and external organizations. Alumni Association has been set up successfully. The school had brought in external expertise to help in teachers professional development. Develop Alumni Association and promote activities to have a close bonding between graduates and school. Encourage the participation of parent volunteer to strengthen the bonding between parents and school. 7. Attitude and Behavior Discipline and Counseling Team s theme Po Kok There is still room of improvement in Family, Racial Harmony and the use of invitational commitment. Students rated 3.55 in the APASO. education helped students to develop mutual respect Students rated 4.5 in The school cultivate our and enhance their attitude of caring for others. potential in leadership in the stakeholder survey. Students rated 3.69 in this aspect in APASO. We would focus on cultivating leadership in The school provided a caring and harmonious students so as to strengthen their attitude of school environment. Students agreed that teachers commitment. cared about them (They rated 4.9 in the stakeholder Based on the stakeholder survey, it could be seen survey.) that both parents and students thought there was We set up a lot of award schemes to praise students still room of improvement in self-discipline in positively in different aspects. Students rated 3.7 in students. They rated 4.2 in this part. Praise in APASO. From students BMI, more physical training, Students built up a healthy eating habit at school. activities and talks are needed to improve our We provided assemblies to teach students how to students health. eat healthily. From the monthly checking records, students in general have the habit of bringing healthy snacks every day. 11

13 PI Areas Major Strengths Areas for Improvement 8. Participation and Achievement Students participate actively in various competitions, performances and ECAs. Students won a lot of prizes and have developed their talents through various means. Students are being invited to perform in various performances and charity events. Engage more P1-3 students in inter-school activities and international competitions. According to the Health Department, some of our students are overweighed, which indicates that they need to build up a healthy lifestyle. 12

14 SWOT Analysis Our Strengths A caring and harmonious school environment has been created, thus effectively boosts teacher morale and team spirit. 10 years solid experience in catering for Non-Chinese Students. A well-built and structured school based curriculum is employed. Generous support from the sponsoring body to help students enhancing their learning abilities. The school has strategically fostered a caring, harmonious and supportive campus. Through the implementation of IE and class management scheme, students sense of belonging to school is enhanced effectively Our Weaknesses Non-Chinese Students lack self-study motivation to enhance their learning capacities. A lot of students are overweighed. As there are more new teachers joining the school, there is a need to support new teachers to adapt to the new environment and to enhance their understanding of the culture of the Non Chines Students. Our Opportunities A lot of voluntary organizations support Non-Chinese Students. Strong connections with ethnic minorities communities. Adequate attention and resources support from Education Bureau. Our Threats Keen competition in our district with more schools taking in Non-Chinese Students. Our school is located at a location that is not convenient for the students. The birth rate will drop significantly in the next few years. Major Concerns for 2017/ /20 (in order of priority) I. Create a Happy to Learn, Ready to Learn environment II. Cultivate students positive life values III. Support new teachers and foster a culture of mutual understanding and cooperation 13

15 School Development Plan (2017/ /20) Major Concerns I. Create a Happy to Learn, Ready to Learn environment (The results of the stakeholder survey showed that students self-learning skills could be further strengthened. Therefore, it is suggested to carry it forward from the last SDP as one of the major concerns in this SDP. Based on teachers discussion, it was agreed that students motivation needs to be enhanced first before working on self-learning skills. In light of that, the structure of the lesson should be reexamined. Teachers can then design more subject based self-study learning materials to develop students self-learning skills in stages.) Targets 1. Teachers can use Better Teaching and Learning Scheme 2.0 in lessons. 2. Students develop self-learning skills in stages. Students participate actively and happily in lessons. Major subjects develop subject-based self-learning materials to overcome learning difficulties. Time Scale P.5-6 P.3-6 A General Outline of Strategies 1. Teachers can use Better Teaching and Learning Scheme 2.0 in lessons:. Refine the existing teaching and learning scheme.. Foster the use of ipad learning materials in major subjects.. Provide adequate professional sharing and workshops to support teachers teaching needs and foster professional communication 2. Introduce self-learning skills in different stages. a. Promote self-learning skills scheme (Happy learning stage): Design graded preview activities and use interactive learning materials such as ipad learning to enhance students motivation and to create a happy learning environment (Ready to learn stage): P.5-6 teachers design subject-based self-learning materials and teach different self-learning skills to help students overcome learning difficulties (Ready to learn stage): P.3-6 teachers design and refine the use of subject-based self-learning materials to help students overcome learning difficulties. b. Develop a self-learning resource bank in major subjects. c. Develop an interdisciplinary project with the theme of STEM to enhance students self-learning skills in science. d. Continue to refine school-based curriculum to develop students self-learning skills e.g. self-checklist, My Learning Plan etc. e. Set up a reward scheme for those who have participated actively in class and have taken the initiative to learn. 3. Monitoring system: lesson observations, lesson plans, minutes of subject meetings, record of co-planning, stakeholder survey, school-based questionnaire, record of reward scheme and individual interview record. 14

16 Major Concerns II. Cultivate students positive life values (The school believes positive life values include two major aspects, namely developing a healthy life style and being a responsible citizen. For target 1: According to the data collected by the Department of Health (Student Weight for Height Check), many students weight for height are not in the optimal range. Carried forward from the last SDP, our school will continue to help students build up a healthy lifestyle. For target 2: Our school vision is to prepare our students for their responsibilities as good citizens and develop their awareness of their role in the community. Besides, according to results of stakeholder survey and APASO, students commitment and leadership need to be further strengthened. Therefore, serving the community will be our focus in this SDP.) Targets 1. Students recognize the importance of healthy eating and regular exercising. 2. Students are aware of the significance of commitment and leadership through serving at school and in the community. Time Scale (P.5-6) (P.4-6) (P.3-6) (P.3-6) (P.1-6) (P.1-6) A General Outline of Strategies 1. Launch the Quality Life Programme which aims at healthy eating and regular exercising to promote the importance of healthy life. a. EatSmart School Accreditation Scheme b. Interdisciplinary activities related to healthy eating c. Recess activities: running zone, skipping zone d. Parents seminars e. Sports ECA: basketball, football, cricket, hockey, etc 2. Implement the Service Learning Program to raise students awareness of commitment and develop skills of leadership. a. Voluntary work b. Everyone has a duty c. CYC and JPC activities d. Good deeds 3. Use the refined Po Kok Superstar reward scheme to motivate students to achieve all-round development which includes the following areas: a. Smart Pokokese b. Talented Athletes c. Active Learners d. Reputed Volunteers 4. Monitoring system: Regular meetings, questionnaires, students record booklets, small group interviews and student statistics. 15

17 Major Concerns III. Support new teachers and foster a culture of mutual understanding and cooperation (According to the result of the SWOT analysis done by all teachers, there will be more new teachers joining us in the future and it is suggested to strengthen their team spirit and their skills in teaching. According to the stakeholder survey, 0-5 year experience teachers view on student learning has the lowest score.) Targets 1. New teachers recognize the shared vision and school culture and is able to adopt the appropriate pedagogies and strategies in response to the major concerns. (Definition of new teacher: 0-5 years of working experience in our school) 2. A culture of mutual understanding and cooperation among teachers and between teachers and students is established at the school. Time Scale A General Outline of Strategies 1. Build up a comprehensive school based induction programme for new teachers: a. A mentoring system in which each new teacher is paired up with an experienced teacher b. Administrative arrangements to facilitate frequent interactions among teachers c. Formal and informal sharing programmes d. An element of self-reflection e. Skill-enriching programmes for new teachers to learn new teaching skills that cater for our major concerns 2. Foster a culture of mutual understanding and cooperation by boosting teachers morale and team spirit: a. Use teachers development days, inter-house competitions and Secret Angel Programme to enhance team spirit (among teachers) b. Teachers of different houses produce Campus TV programmes and organize celebrating activities of different festivals for students and other teachers e.g. Holi, Bhai Tika, Eid and Dinagyang (between teachers and students) 3. Monitoring system: Record the no of hours of training, Appraisal forms, Teachers questionnaires, Teachers interview, Stakeholder survey, Collaboration forms and Lesson observations, GEESE Programme, Students questionnaire, Record of activities, Teachers observation 16

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