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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 Wong Tai Sin. 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. Develop students' self-learning abilities

Fully achieved:

  • Promote students' learning motivation
  • Promote the culture of individual and group presentations in the lesson
  • Raise students' interest in studying on their own
  • Promote the use of software
  • Encourage student learning through the use of the Internet and software
Incorporated as routine work

 

 

  1. Cater for individual learner diversity

Fully achieved:

  • Equip teachers with skills in handling SEN students
  • Cater for individual learner diversity inside and outside the classroom
  • Employ different ways of grouping students during group work
  • Set questions, tests and exams with questions of different levels of difficulty

 

Incorporated as routine work

 

  1. Promote a healthy school environment

Fully achieved:

  • Foster a healthy school environment
  • Develop a healthy lifestyle among students

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 teachers appraisal system is well-developed with the inclusion of self-evaluation by the teachers.
  • The School Management Committee is committed and renders full support to the school.
  • Parents and alumni can be more involved and make more contribution to the school.
  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 School 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 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.Some subjects incorporate peer assessment and self-assessment into project work and other assignments for continuous assessment.
  • There are too many different kinds of SBA for senior forms to handle.Spacing out of assessments should help reduce students' pressure and workload.
  • Formative assessments should 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.
  • To cultivate students' interest in reading, each panel has a programme to promote reading through various activities.
  • 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.
  • Further effort should be made to change students' learning orientation as most students are exam-oriented.
  • More should be done to help teachers understand and develop more effective teaching strategies 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.
  1. Student Support
Guidance
  • Week of main theme has enhanced the sense of belonging to our school.It was reflected by the Apaso:-

- Most students agree that they respect each others at   school.The social integration is good among students.
- Most students like our school and get enjoyment at
  school

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.

Moral and Civic Education

  • Form-teacher periods in F.1 - F.3, speeches and talks during assemblies, exhibitions and quizzes, etc are provided, to help inculcate positive values in students.
  • Students are eager to participate in mainland tours which foster their national identity.

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.

Co-curricular activities

  • Our co-curricular activities (CCA) were mainly organized by students to provide opportunities for the students to train their leadership.Most senior form students were energetic and enthusiastic about running CCA.Professional coaches were hired in some CCA groups (e.g. table tennis, dance) to provide students with professional training.Inter-class sports competitions were launched this year in order to boost the spirit of the classes.
  • Evaluation based on the report of Stakeholders' Survey (2011-2012)¡XViews on support for student development:
    Parents and teachers had favourable opinion on the co-curricular activities in our school as a whole, for it was strongly supported by the replies to the Stakeholders' Survey done in 2011-2012, e.g.

- On the item¡XNo. 10 of Parents' View and No.21 of Students' View--¡§Through participation in the school's extra-curricular activities, my child's learning opportunities in respect of extra-curricular knowledge and life skills, etc. are increased.¡¨:
  --Parents' view¡X Agree: 60.4.%; Disagree: 8.6%
  --Students' view¡XAgree: 60.6%; Disagree: 6.3%

- On the item¡XNo.51 of Teachers' View--"The school's extra-curricular activities can help extend students' learning experiences."
--Teachers' view¡XAgree: 82.8%; Disagree: 5.1%

Alumni Association

  • The alumni are very willing to offer support to our students in various aspects.
  • They often share their valuable advice and experience with F.7 students in the JUPAS Talk. This year, they were also invited to be the helpers of the F.6 Mock Interview Workshop organized by the Careers Section to give advice and feedback to the F.6 participants in the workshop. Positive feedback was received.
  • F.2 and F.3 low-achievers are benefited from the two-week summer tutorial classes instructed by our former students.
  • The alumni generously donated money to our school for the construction of the new annex 'Ngan Po Ling Building', which offers students a more spacious and comfortable learning environment.
  • Our students also have a chance to develop their leadership and experience working with the alumni in activities held by the Alumni Association or other school departments such as organizing the 40th School Anniversary Banquet, Leadership Training Camp and Workshop for students holding positions of responsibilities.

Guidance

  • Around 10% of students think that they cannot achieve a satisfactory standard in their work.Programmes of providing successful experiences will be introduced to students so that they can get a sense of satisfaction in their school life.



Discipline
  • More can be done to enhance students' sense of responsibility and their roles in the community.
  • More leadership training programmes can be organized to foster students' leadership.

Moral and Civic Education

  • More can be done to foster students inter-personal skills and leadership.




PTA

  • The participants, both students and parents, have reflected that the talks are rather long.Therefore, all speakers concerned are advised to focus on main points and make their speeches clear and specific.







Co-curricular activities

  • Although new membership recruitment procedures and different kinds of forms were introduced in the past two years, committees of clubs and societies still seem unfamiliar with them.More on briefing is necessary.

     





















Alumni Association

  • There is still room for improvement in developing a closer bond between the alumni and the school. The Association will continue to well organize and make good use of the web page and Facebook, together with the conventional way of sending emails to regularly update the news concerning the Association and the school.
  • As for the summer tutorial classes, more alumni will be invited to offer tuition to the F.1 students to further enhance their English foundation.

6. Partnership

PTA

  • The parents, in general, maintain a good relationship with the school.Over 90% 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.



Alumni Association

  • The Alumni Association organizes various activities to maintain a good and harmonious relationship between the school and the alumni. The activities include annual general meetings, 3-on-3 basketball competitions, dessert-making classes hosted by our Vice-Principal, Mr P.S. Iu, the 40th School Anniversary Banquet and careers talks, etc..
  • A strong sense of belonging to the school has been cultivated among the alumni. They show continuous support for the school's development and participate actively in the school activities like giving a speech at the Athletics Meet, donating money to the school for the construction of the new annex 'Ngan Po Ling Building', performing in the Christmas Variety Show, serving as scout leaders, providing tuition for our students.
  • The alumni show their love and respect to the school and teachers. They take the initiative to organize gathering parties to celebrate the 40th School Anniversary and farewell parties for those teachers who are going to retire.

PTA

  • The PTA regularly organizes activities including talks, workshops, handicraft classes, cookery courses, etc. for parents and students.However, only 16% of the 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 Friday evenings and 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 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 is trying to organize more new activities to encourage more active participation 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:

The head count of participation was increasing steadily during the period 2009-2012.

  • In the academic year 2009-2010 the head count for F.1 to F.3 was 400 and that for F.4 to F.7 was 247.
  • In the academic year 2010-2011 the head count for F.1 to F.3 was 367 and that for F.4 to F.7 was 367.
  • In the academic year 2011-2012 (up to May) the head count for F.1 to F.3 was 474 and that for F.4 to F.7 was 433.

Achievement

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

  • Sports competitions
  • 2009-2010

    105

    2010-2011

    95

    2011-2012 (up to May)

    117

  • Writing competitions
  • 2009-2010

    4

    2010-2011
    9
    2011-2012 (up to May)
    3
  • Mathematics competitions
  • 2009-2010

    26

    2010-2011

    47

    2011-2012 (up to May)

    39

  • Verse Speaking competitions
  • 2009-2010

    5

    2010-2011

    15

    2011-2012 (up to May)

    6

  • Slogan competitions
  • 2009-2010

    1

    2010-2011

    3

    2011-2012 (up to May)

    1

  • Music competitions
  • 2009-2010

    7

    2010-2011

    10

    2011-2012 (up to May)

    4

  • Art competitions
  • 2009-2010

    9

    2010-2011

    41

    2011-2012 (up to May)

    10

  • Science competitions
  • 2009-2010

    7

    2010-2011

    13

    2011-2012 (up to May)

    11

  • Project competitions
  • 2009-2010

    3

    2010-2011

    0

    2011-2012 (up to May)

    1

  • Other competitions
  • 2009-2010

    12

    2010-2011

    14

    2011-2012 (up to May)

    4

 

 

 

SWOT Analysis

Our Strengths
  • Our staff have a shared vision and mission.
  • Our school is committed to the provision of diversified education for students.
  • Students can understand teaching instructions in English.
  • Students are well-behaved and susceptible to advice.
  • The majority of students are hard-working.
  • Students are capable and very willing to participate in school activities.
  • Our school has established an efficient work culture.
  • Teachers are capable and dedicated.
  • All English and Putonghua teachers have met the LPR.
Our Weaknesses
  • Most students come from less well-off families.
  • Some students lack the initiative to learn.
  • Most students and parents are exam-oriented, resulting in a high withdrawal rate from co-curricular activities.
  • There are more and more SEN students having different problems.
  • Teachers lack adequate training in handling SEN students.
  • Some students are unwilling to follow regulations.
Our Opportunities
  • Our school has gained recognition from parents and students in the district.
  • There is 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.
  • Our school offers a wide range of activities to promote students' interest in different areas.
  • Students' involvement in OLE activities increases their exposure.
  • The school maintains the operation of five Form One classes.
  • The operation of six Form Four classes can better cater for individual learner diversity.
  • The Ngan Po Ling Building was completed in September 2011.
  • Form One students may have the chance to interact with students from an international school in Singapore annually.
Our Threats
  • The number of students in Hong Kong is dropping.
  • There is keen competition from traditional DSS and international schools.
  • There is a widening diversity of students' learning abilities.
  • More students with SEN like visual or hearing impairment are admitted.
  • SEN students cause problems in not only class interaction but also discipline.
  • Our school needs different kinds of facilities to enhance teaching and learning.
  • More low-achievers cannot secure a place at university.
School Development Plan (3-school-year period)

Major Concerns for a period of 3 school years
  1. Evaluate the implementation of the NSS curriculum for further refinement
  2. Establish the Incorporated Management Committee (IMC)
Major Concerns
Targets
Time Scale
(Please insert )
A General Outline of Strategies
Year 1
Year 2
Year 3
  1. Evaluate the implementation of the NSS curriculum for further refinement
  • Offer more appropriate subject combinations for students to choose
  • Improve the quality of OLE offered to students
  • Enhance the efficiency of teaching
















  • Evaluate students' HKDSE results and modify subject combinations accordingly.
  • Evaluate existing OLE programmes and modify them accordingly.
  • Streamline the syllabus
  1. Establish the Incorporated Management Committee (IMC)
  • Facilitate smooth transition from School Management Committee (SMC) to Incorporated Management Committee (IMC)

  • Set up IMC


  • Transfer assets from SMC to IMC

  • Elect IMC representatives

  • Monitor the running of IMC












 

 








 

 








  • Prepare and adopt the constitution for IMC



  • Elect representatives from teachers, PTA and the Alumni Association
  • Update the school's stock list and account
  • Elect representatives from respective groups annually
  • Ensure IMC meetings are held as scheduled

 

Additional Support for Secondary Schools Adopting English-medium Teaching ¡V Implementation Plan

A. Present State of Play

Po Leung Kuk No.1 W.H. Cheung College is a Band One EMI school where English plays a significant role in students' learning.It is therefore our school policy to establish an English-rich environment for students.Most of our students can understand English medium instruction and can be motivated by interesting teaching aids and activities.However, some students are not very proficient in the English language, especially in speaking, lack confidence in using it outside the classroom and do not take the initiative to spend extra time on it.Also, with the continual decrease in the number of F.1 students in Hong Kong, a wider spectrum of student ability, hence diverse learning needs, is expected.On top of that, most of our students come from less well-off families lacking in financial support for procuring learning materials or increasing exposure to English.

With the English Enhancement Scheme and the Refined English Enhancement Scheme, we hope to build upon our existing resources and capacity to accomplish the following objectives:

  1. to provide students with the opportunity of self-access learning and supplementary English training to cater for their diverse needs of learning and pace, which echoes the school's major concern of catering for learner diversity
  2. to arouse students' interest in learning English with a wide range of activities held outside the classroom
  3. to increase students' confidence in using English as a communicative device
  4. to establish a good foundation in language and communication among students to develop their creativity, critical thinking and analytical thinking
  5. to equip students well for TSA
  6. to reduce teacher's workload so that more time can be spared for professional development in implementing the NSS curriculum and the teaching of English in general
  7. to maintain the sustainability of the English Enhancement Scheme and the Refined English Enhancement Scheme after their implementation
B. Holistic School-based Plan

Items

Target Groups

Expected Learning Targets to be Attained

1. English Builder: a whole school
    4-skill English learning
    interactive programme

F.1-6

  • To arouse students' interest in learning English through the provision of a wide variety of learning programmes based on current affairs and global issues
  • To cultivate a self-learning habit among students and develop their critical thinking
  • To prepare students for the NSS curriculum by integrating English with Liberal Studies

Lessons with listening, vocabulary, writing, dictation, speaking and reading exercises based on National Geographic video programmes, and BBC Reuters texts will be offered, enriching students' knowledge of the NSS English Language Elective Modules on Social Issues, Pop Culture, Short Stories, Sports Communication, Poetry and Songs, Debating, Drama, Workplace Communication and various Liberal Studies topics.

For each lesson of the programme, there is a lesson plan available for teachers to use in classroom teaching. It helps teachers to integrate online learning materials into classroom teaching.

Weekly reports will be sent to teachers showing the performance of each of the students in each of the lessons and their usage time. Pre-tests and post-tests are available for teachers to measure the improvement of each individual student.

After 6 years of implementation, the school owns the licence of the software, which will continue to cultivate the self-learning culture among all the students in the school.

2. Summer English Intervention     Course

F.1-3

  • To cater for students' diverse learning needs
  • To make students more aware of their strengths and weaknesses in learning
  • To improve their learning methods and strategies for better performance
  • To boost their confidence in the use of English
  • To develop school-based teaching materials for weaker students based on the syllabus of their own form
  • To help students show improvement in their mastery of the grammar items taught in the course

Past students will be recruited and paired up to hold co-teaching English intervention courses for F.1-3 students who rank the bottom 75 in their own form.There will be 5 classes for each form and each course will last for 20 hours in total (2 hours x 10 lessons).Students' portfolio of learning will be made to monitor individual progress and assessment will be done to measure the effectiveness of the course.The school-based materials will be kept for use after the completion of the scheme.

3. Recruitment of 1 English     Teaching Assistant

F.1-6

  • To develop school-based teaching materials and assessment materials for F.1 & F.2 after-school English intervention courses
  • To conduct English intervention classes after school
  • To hold various English activities, hence a better English learning environment
  • To help alleviate English teachers' workload so that they can concentrate on developing effective learning and teaching strategies to enhance learning and teaching

1 English Teaching Assistant will be recruited to run after-school English intervention courses for weaker students, develop school-based English teaching materials, provide assistance to English teachers and organize English activities for students.The English teaching assistant will conduct assessment on students to monitor their progress.Performance appraisal will be done on the teaching assistant by the teacher-in-charge.

4. Training Workshops on     Presentation and Discussion

F.2-3

  • To develop active listening and public speaking skills in students
  • To equip students with skills necessary for the 100% passing rate in the oral component of TSA
  • To boost students' overall English competence and confidence in speaking in English
  • To enable teachers to teach effective communication and presentation in future

The training workshops will be incorporated into the syllabus and conducted in class time, preferably in the first term.There will be a total of 3 workshops (1 hour 10 minutes each) for all F.2 & 3 classes in 2012/13.The English teacher of each class will attend the workshops to observe the way to teach effective communication and presentation in future.

5. F.1 English Day Camp

F.1

  • To create a better English environment
  • To provide students with the opportunity to use language items learned in class during the activity, for example, how to conduct an interview
  • To increase students' exposure to native English speakers
  • To give students chances to use English in real life situations
  • To enable English teachers to conduct similar activities with the teaching materials in future

The English Day Camp will be held on a Saturday morning in the second term.It will last for 4 hours.The particpants will be overseen by native English speakers and various English games and activities will be carried out.The games and activities will be used in future school English activities, like the English Week.

6. F.1 Summer English Bridging     Course

F.1 new-comers

  • To enable students to learn with English as the medium of instruction
  • To make students become familiar with and capable of using the English terms used in various subjects
  • To enable students to ask questions in English and respond to teachers' questions in English
  • To develop materials for the use of F.1 English teachers in future

The F.1 Summer English Bridging Course will be conducted in early August to prepare students for the switch from a CMI school to an EMI school.A total of 8 classes of about 20 students each will be held.There will be 10 sessions (1 hour 30 minutes each).The course will be conducted by NETs. F.1 English teachers will attend the course to observe the way to prepare students for the switch.

 

C. Targets to be attained

Item

Expected Learning Targets to be Attained

1. English Builder

  • Students' interest in learning English will be boosted
  • Students will develop a self-learning habit and critical thinking
  • Students are better prepared for the NSS curriculum

2. Summer English Intervention Course

  • Students' diverse learning needs will be catered for
  • They will be more aware of their strengths and weaknesses in learning
  • They will be able to improve their learning methods and strategies for better performance
  • They will have more confidence in the use of English
  • School-based teaching materials for weaker students based on the syllabus of their own form will be developed for each form
  • Assessment materials will be developed for each form
  • Students will show improvement in their mastery of the grammar items taught in the course

3. Recruitment of 1 English Teaching     Assistant

  • School-based teaching materials and assessment materials for F.1 & F.2 after-school English intervention courses will be developed
  • English intervention classes will be held after school
  • Various English activities will be held, hence a better English learning environment
  • English teachers' workload can be lessened so that they can concentrate on developing effective learning and teaching strategies to enhance learning and teaching

4. Training Workshops on Presentation     and Discussion

  • Students can develop active listening and public speaking skills
  • Students will be equipped with skills necessary for the 100% passing rate in the oral component of TSA
  • Students' overall English competence and confidence in speaking in English will be boosted
  • Teachers will be able to teach effective communication and presentation in future

5. F.1 English Day Camp

  • A better English environment will be produced
  • Students will have used language items learned in class during the activity, for example, how to conduct an interview
  • Students' exposure to native English speakers will be increased
  • Students will be given chances to use English in real life situations
  • English teachers will be able to conduct similar activities with the teaching materials in future

6. F.1 Summer English Bridging Course

  • Students will become able to learn with English as the medium of instruction
  • Students will become familiar with and capable of using the English terms used in various subjects
  • Students will be able to ask questions in English and respond to teachers' questions in English
  • The materials used in the course will be kept for the use of F.1 English teachers

 

D. Budget

Measures/Activities to be funded by the English Enhancement Scheme & the Refined English Enhancement Scheme

2012/13

2013/14

1. English Builder ¡V a 4-skill interactive programme

$48,000

$48,000

2. Summer English Intervention Course

$120,000

/

3. Recruitment of 1 English Teaching Assistant

$163,800

/

4. Training Workshops on Presentation and Discussion

$67,000

/

5. F.1 English Day Camp

$24,000

/

6. F.1 Summer English Bridging Course

$72,000

/