¡@

Home > School Plan and Reports > School Development Plan

School Development Plan

School Vision & Mission

The school aims at providing an all-round education which stresses both academic training and inculcation of moral virtues and development of personality. It has always been renowned as one guiding its students in pursuit of personal and academic excellence.

With the concerted efforts of our staff and the good communication between the school, parents and alumni, Po Leung Kuk No.1 W.H. Cheung College has become one of the most popular secondary schools in Kowloon East. Having a well-defined mission, our school has established a harmonious working relationship and a good team spirit. Our curriculum places equal emphasis on the five Chinese virtues, namely, morals, intelligence, physical development, sociability and aesthetics, and helps develop students¡¦ potential to the full. In the years to come, by the continual provision of a high-quality education and a caring and stimulating school life, we aim to have our graduates enter universities and study in the faculties of their choices, thus enabling them to better equip themselves and make contribution to the prosperity of the society.

School Goals
Through providing a balanced choice of subjects in the eight key learning areas, and other learning experiences like moral and civic education, community service and career-related experiences, students can equip themselves with the necessary attitudes, skills and knowledge to meet the challenges after their graduation.

School Motto
The school holds a motto of love, respect, diligence and honesty.

Core Values of Education
The school believes that through education, students will be provided with the values and ethics that are well-accepted. Moreover, their critical thinking and learning to learn skills which are essential for their life-long learning can be developed. Finally, through providing a variety of activities and experiences, students will be taught to make positive contribution to society.

Holistic Review

Effectiveness of the previous School Development Plan

Major Concerns

Extent of targets achieved, e.g. :

Fully Achieved;
Partly achieved;
Not achieved

Follow-up action, e.g. :

Incorporated as routine work; Continue to be major concerns in the next SDP;
Others

Remarks

  1. Enhance self-directed learning

Fully achieved:

  • Extended self-directed learning to all subjects
  • Catered for students¡¦ diversified needs in classroom teaching
  • Promoted e-learning through the use of iPads in teaching
  • Promoted the writing of Study Reports of F.2 students
Incorporated as routine work

 

 

  1. Enhance Career and Life Planning (CLP) education and services

Fully achieved:

  • Raised students¡¦ awareness and understanding of their career and academic aspirations
  • Equipped students with knowledge, skills and attitude to make wise decisions in CLP
  • Assisted parents and students in planning and preparing students¡¦ career pathways
  • Developed teachers¡¦ professionalism in offering support for students¡¦ CLP

 

Incorporated as routine work

 

Evaluation of the School's Overall Performance

PI Areas

Major Strengths

Areas for Improvement

  1. School Management
  • The school¡¦s vision and mission are embraced by the teachers.
  • The school policies are in line with those guidelines laid down by Po Leung Kuk and the Education Bureau.
  • The school organization chart illustrates the relationships among different committees.
  • The senior teachers like the Assistant Principals and subject heads are well performing their duties.
  • Teachers are clear about their teaching and administrative duties.
  • Different committees have been set up which bear well-defined responsibilities.
  • The supporting staff like the staff in the Office and the teaching assistants work well with the teaching staff.
  • The appraisal system for teachers is well-developed with the inclusion of self-evaluation by the teachers.
  • The Incorporated Management Committee is committed and renders full support to the school.
  • Greater involvement of parents and alumni can be encouraged so that they can make more contribution to the school.
  • The PTA will arrange shorter talks and workshops, and interest groups to encourage parent participation.
  • The Alumni Association will encourage greater alumni involvement in school affairs such as being tutors of tutorial classes for both junior and senior forms and being guest speakers in the sharing sessions organized by the Careers Team.
  1. Professional Leadership
  • The school head and senior teachers are familiar with the education and curriculum reform and is proactive in initiating new ideas.
  • The school head adopts a participative leadership and the staff is encouraged to take part in school affairs. There are sufficient channels for the staff to express their views on school policies.
  • There is adequate empowerment to staff.
  • Resources are deployed in accordance with the school development plan.
  • The working relationship between the Incorporated Management Committee, senior teachers and the staff is harmonious and the staff has a strong sense of belonging and a good team spirit.
  • The school is providing a range of quality education services to the students.
  • Policies are formulated in consideration of the best interest of students.
  • A more bottom-up and shared decision-making atmosphere on school policies can further be cultivated.
  • The accountability of the various committees and panels can further be improved through putting greater emphasis on SVAIS data.
  1. Curriculum and Assessment
  • The school has formulated curriculum goals and policies according to students¡¦ needs and curriculum reform imperatives by EDB and CDC.
  • The school develops school-based curriculum based on the curriculum prepared by CDC. Curriculum development plans are modified.
  • The school offers NSS subject combinations which meet students¡¦ needs and interest.
  • Subject chairmen encourage teachers to exchange information and opinions on curriculum matters.
  • Evaluation of each curriculum is conducted at the end of the school year.
  • Curriculum and assessments are closely linked. Assessment information is used for reviewing curriculum goals and setting follow-up work.
  • Fairness and openness are maintained in the assessment system. All papers are set with the consensus of teachers concerned in the department.
  • Questions of different levels of difficulty are set to cater for individual learner diversity.
  • Various modes of assessments by different parties e.g. parents and peers are integrated into learning to evaluate the learning outcomes. Many subjects incorporate peer assessment and self-assessment into project work and other assignments for continuous assessment.
  • Further spacing out of SBA assessments in F.5 & F.6 should help reduce students¡¦ pressure and workload.
  • Formative assessments will be further integrated into the assessment system.
  1. Student Learning and Teaching
  • The teaching strategies employed are in line with the learning objectives and targets. Teachers help students gain control of their learning and encourage higher-order thinking.
  • Teachers adopt a broad range of teaching strategies to maximize students¡¦ participation and let students assume more responsibility for their learning.
  • Support for the able and less-able students is provided. Remedial, enrichment and bridging programmes are launched to address learner differences.
  • Better school facilities e.g. desk-top computers and other IT equipment are available in classrooms and staff rooms respectively.
  • Time allocated for assemblies, class periods, special school functions is considered carefully to cater for students¡¦ other learning experiences.
  • There is a high level of parental involvement in students¡¦ educational activities.
  • To promote self-directed learning, learning activities which require decision making and Investigative Study will be devised.
  • More effective teaching strategies like preparing worksheets of different levels of difficulty, offering extra lessons to less-able students to enhance their learning motivation will be adopted to handle students¡¦ special educational needs.
  • Apart from task-based and problem-based assignments, more assignments should be designed to develop students¡¦ ability to formulate, present their views and debate on others¡¦ views. Learning could then be achieved through sharing, discussing and critically reviewing others¡¦ ideas.
  • Further cross-subject collaboration should be encouraged.
  1. Student Support
Guidance
  • Various programmes of providing successful experiences have been introduced.
  • A week of main theme has created a harmonious atmosphere in school. Students enjoyed the game stalls and activities held in the week.
  • Mental health programmes and workshops are held regularly to enhance the awareness of students of the importance of mental health.
  • The volunteer group ¡§Yee Ki¡¨ is organized to help students develop their spirit of caring for others and serving the community.

Guidance

  • A theme week related to Thanksgiving will be introduced to enhance students¡¦ sense of showing gratitude to others.
  • To enhance students¡¦ ability to cope with difficulties and face adversities, programmes on life education will be held in the coming school year.

Discipline

  • Talks and exhibitions are held regularly to cultivate in students a positive attitude towards life.
  • Leadership training programmes and Interflow programmes among schools are held to foster students¡¦ leadership.
  • The Outstanding Class Award competition is held regularly to enhance the self-discipline of students.
  • Good Behaviour Awards are given to students who show good conduct and attendance.

Discipline

  • To enhance students¡¦ self-discipline and their roles in the community, ¡¥Self-discipline¡¦ will be the theme of the Board Decoration Competition of the Outstanding Class Award.
  • To cater for the more-able students, Head Prefects and senior prefects will be assigned more challenging roles such as planning and being group leaders in the prefect training camp, or organizing training programmes for the junior prefects.
Moral and Civic Education
  • Form-teachers¡¦ periods in F.1 - F.3, speeches and talks during assemblies, exhibitions and quizzes, etc. are provided, to help inculcate positive values in students.
  • The teaching materials for F.1-F.3 form-teachers¡¦ periods have been reviewed regularly to include more up-to-date information.
  • Students are eager to participate in mainland tours which foster their national identity.
  • To develop in students¡¦ positive attitudes and values conducive to the development of a sense of belonging to Hong Kong and China, more activities have been organized with the Office of the Commissioner of the Ministry of Foreign Affairs in the Hong Kong Special Administrative Region.
  • Collaboration with other departments has been strengthened in the provision of moral and civic education.

Moral and Civic Education

  • Students will be encouraged further to join more external competitions.

PTA

  • The Form One Orientation Day is held in late August every year to help new students to get used to the new school environment. The students and parents are informed of school policies, regulations, activities, etc. After the talks, there is a guided tour around the school organized for both students and parents.
  • According to their feedback, nearly 100% of the students and parents were satisfied with the speakers since they are proficient and have given them the information they need. Besides, they were very interested in the school tour as it can really help them to know more about the new school environment.
  • Another talk for F.1 parents is held in mid-September to let them know more about their children¡¦s life at school and what they can do to help their children adapt to the new school environment.

PTA

  • The parents were very eager to ask questions, so more time should be left for the Q & A session.

Co-curricular activities

  • Our co-curricular activities (CCA) are mainly organized by students to provide opportunities for the students to train their leadership. Most senior form students are energetic and enthusiastic about running CCA. Professional coaches are hired in some CCA groups (e.g. band, dance, football) to provide students with professional training.
  • Inter-class sports competitions are launched in order to boost the spirit of the classes.
  • A leadership training camp and workshops for committee members of clubs and societies were held to enhance students¡¦ self-discipline, obedience, co-operation and communication skills.

Co-curricular activities

  • More voluntary services will be introduced in order to give more chances for our students to serve the others.

Alumni Association

  • The alumni are very willing to offer support to our students in various aspects.
  • F.1-F.3 low-achievers are benefited from the weekly tutorial classes during school days and the two-week summer tutorial classes instructed by our former students.
  • The alumni also contribute their effort by offering oral feedback and constructive advice to the F.5 students in the centralized English and Chinese speaking classes.
  • The alumni generously offer scholarships to our students.
  • The alumni are very willing to share their valuable advice and experience with senior form students concerning job prospects in different fields. They are also invited by the Careers Section to help to offer assistance on the day of releasing the HKDSE results.

Alumni Association

  • The Alumni Association will make good use of a more user-friendly social networking site, Facebook, and the school¡¦s webpage together with the conventional way of sending emails to regularly update the news concerning the Alumni Association and the school so as to achieve the target of developing a closer bond between the alumni and the school.
6. Partnership

 

PTA

  • The parents, in general, maintain a good relationship with the school.Over 85.9% of them were pleased to let their children study in this school as reflected in the stakeholders¡¦ survey.
  • The PTA committee members are very helpful and they help much in organizing different activities.Besides, they do a great job in bridging the gap between the school and the parents as they always help the parents to raise questions concerning school policies and different issues in the committee meetings and thus help to clear up misunderstandings.
  • Talks and workshops on various topics are arranged for parents to help them understand more about their children and communicate with them more skillfully.

PTA

  • The PTA regularly organizes activities including talks, workshops, handicraft classes, cookery courses, etc. for parents and students. However, only a small number of parents actively participated in the activities organized by the school and Parent-Teacher Association.
  • Since most of them are working parents, the talks and workshops are held on Saturday mornings, hoping that they can attend those activities after work.
  • Moreover, we are trying to organize more interest groups which take them less time and are held on Friday after school. And in those courses, parents and students can work together and learn some skills and it also provides an opportunity to cultivate a better parent-child relationship.

Alumni Association

  • The Alumni Association organizes various activities to maintain a good and harmonious relationship between the school and the alumni. These activities include annual general meetings, banquets, etc.
  • A strong sense of belonging to the school has been cultivated among the alumni. They show continuous support to the development of the school and participate actively in school activities such as being the guest of honour of the Athletics Meet, performing in the Christmas Variety Show and providing tuition for our students.
  • Mr. Ernest Wong Yiu Kit is the Alumni Manager of the IMC of our school, 2015/16 ¡V 2018/19 (up to Nov 2018).

Alumni Association

  • The Alumni Association will organize more new activities to encourage active participation from the alumni and continue to cultivate a stronger bond between the school and the alumni.
7. Attitude and
    Behaviour

Discipline

  • Most of the students are self-disciplined and receptive to advice and guidance.
  • Most of the students like their school and get along well with their classmates.

Discipline

  • More positive messages can be conveyed to students through school assemblies.

8. Participation and
    Achievement

Participation in Inter-school Events:

Students actively participated in Inter-school competitions during 2015-2018.

  • In the academic year 2015-2016 the head count for F.1 to F.3 was 296 and that for F.4 to F.6 was 149.
  • In the academic year 2016-2017 the head count for F.1 to F.3 was 488 and that for F.4 to F.6 was 298.
  • In the academic year 2017-2018 (up to May) the head count for F.1 to F.3 was 498 and that for F.4 to F.6 was 279.

Achievement
Prizes (including championship, 1st and 2nd runner-up):

  • Sports competitions
  • 2015-2016

    39

    2016-2017

    102

    2017-2018 (up to May)

    61

  • Writing competitions
  • 2015-2016

    0

    2016-2017
    2
    2017-2018 (up to May)
    6
  • Mathematics competitions
  • 2015-2016

    51

    2016-2017

    114

    2017-2018 (up to May)

    179

  • Verse Speaking competitions
  • 2015-2016

    8

    2016-2017

    11

    2017-2018 (up to May)

    6

  • Slogan competitions
  • 2015-2016

    1

    2016-2017

    3

    2017-2018 (up to May)

    0

  • Music competitions
  • 2015-2016

    2

    2016-2017

    2

    2017-2018 (up to May)

    4

  • Art competitions
  • 2015-2016

    2

    2016-2017

    37

    2017-2018 (up to May)

    30

  • Science competitions
  • 2015-2016

    33

    2016-2017

    7

    2017-2018 (up to May)

    9

  • Project competitions
  • 2015-2016

    3

    2016-2017

    6

    2017-2018 (up to May)

    3

  • Other competitions
  • 2015-2016

    9

    2016-2017

    22

    2017-2018 (up to May)

    2

 

 

 

SWOT Analysis

Our Strengths

  • Our staff have a shared vision and mission.
  • Students can understand teaching instructions in English.
  • Students are well-behaved and susceptible to advice.
  • The majority of students are hard-working.
  • Senior students strive for good DSE Examination results in order to enter universities.
  • Students are active in taking up important posts.
  • Teachers are capable and responsible.
  • Teachers adopt a great variety of teaching strategies to maximize learning.
  • All regular English and Putonghua teachers have met the LPR.
  • Teacher-student relationships are good.
  • Our parents support our school.

Our Weaknesses

  • Most students come from less well-off families.
  • Many students have limited exposure to English and insufficient English support outside of school.
  • Some students lack IT support at home.
  • Some students lack the initiative to learn.
  • Self-esteem of students in weaker classes is lower, leading to poorer learning attitude.

Our Opportunities

  • Our school has gained recognition from parents and students in the district.
  • There is a good team spirit and a harmonious relationship among the staff members.
  • There is a close tie among the school, the PTA, and the Alumni Association.
  • The school maintains the operation of five Form One classes.
  • Most students have got used to communicating with English teachers in English outside the classroom.
  • Our staff are eager to use different teaching techniques.
  • The MMLC is equipped with iMac.

Our Threats

  • The number of students in Wong Tai Sin is dropping.
  • There is keen competition from traditional DSS and international schools.
  • There is a widening diversity of students¡¦ learning abilities.
  • Students increasingly vary in terms of characteristics and strengths.
  • Most students have poor time management because of preoccupation with IT and smartphones.
  • More SEN students of various categories are admitted.


Major Concerns for a period of 3 school years (2018/19 ¡V 2020/21)

1. Enhance STEAM education
Major Concerns
Targets
Time Scale
(Please insert )
A General Outline of Strategies
Year 1
Year 2
Year 3

Enhance STEAM education

  • Implement STEAM education through self-directed learning




  • Maximize opportunities for students to benefit from STEAM education
  • Encourage students to enter different STEAM-related competitions
  • Extend STEAM education to more subjects
  • Incorporate STEAM-related materials into different subjects
  • Promote STEAM education across the curriculum
  • Organize STEAM-related activities
  • Promote STEAM education through various activities

2. Develop positive values towards a goal-driven life
Major Concerns
Targets
Time Scale
(Please insert )
A General Outline of Strategies
Year 1
Year 2
Year 3

Develop positive values towards a goal-driven life

  • Promote positive values in life




  • Develop students¡¦ positive values towards life
  • Raise students¡¦ self-confidence and self-esteem
  • Equip students¡¦ with knowledge, skills and positive attitudes towards facing adversities
  • Promote the importance of mental health
  • Provide guidance to students on goal setting
  • Maximize students¡¦ potentials with alternate positive experiences in school life
  • Enhance students¡¦ understanding of and respect for individuals
  • Enhance self-discipline and responsibility of students by various programmes
  • Enhance leadership of students by taking up responsible posts
  • Help students understand oneself and set responsible learning and development goals
  • Enable students to develop a stronger understanding of their strengths and weaknesses
  • Make informed and responsible choices of their senior secondary studies
  • Help students explore various options and opportunities of learning, activities and career development
  • Raise students¡¦ awareness and understanding of their career and academic aspirations
  • Encourage students to actively participate in subjects or careers-related activities and take up responsible posts
  • Understand the qualification system, and comprehend qualifications required and opportunities offered by various study or training options
  • Guide students to formulate and act out plans for learning and development goals based on evaluation
  • Facilitate the formulation of study planning and action according to the learning goals and reflective thinking
  • Equip students with knowledge, self-evaluation skills to make wise decisions in career development