RAIMONDI COLLEGE SECONDARY SECTION · Annual School Plan ... pre-lesson preparation tasks...
Transcript of RAIMONDI COLLEGE SECONDARY SECTION · Annual School Plan ... pre-lesson preparation tasks...
1
RAIMONDI COLLEGE
SECONDARY SECTION
ANNUAL SCHOOL PLAN
2017 – 2018
2
Contents
I. School Mission Statement
II. Major Concerns and Long Term Vision
III. School Structure
IV. Annual School Plan (2017/18)
V. Work Plan on Capacity Enhancement Grant
VI. Work Plan on Diversity Learning Grant
VII. Work Plan on Non-Chinese Speaking Student
Grant
VIII. Budget Summary
Abbreviations
1. ADC : Academic Development Committee
2. AGM : Annual General Meeting
3. APASO : Assessment Programme for Affective and Social Outcomes
4. AQP : Assessment Quality-assurance Platform
5. CTP : Class Teacher’s Period
6. EDB : Education Bureau
7. F&E : Furniture and equipment
8. HKDSE : Hong Kong Diploma of Secondary Education
9. HKEAA : Hong Kong Examinations and Assessment Authority
10. HKSAR : Hong Kong Special Administrative Region
11. IMC : Incorporated Management Committee
12. KLA : Key Learning Area
13. PIE : Planning-Implementation-Evaluation
14. QEF : Quality Education Fund
15. RAA : Raimondi Alumni Association
16. RAAF : Raimondi Alumni Association Fund
17. RCPTA : Raimondi College Parent-Teacher Association
18. SAC : School Administration Committee
19. SDT : Staff Development Team
20. SIT : School Improvement Team
21. SSC : Student Support Committee
22. WebSAMS : Web-based School Administration and Management System
3
I. School Mission Statement
Our College shares the universal mission of Catholic Schools in the education of the whole
person.
Consistent with the school motto, “IN CONSTANTIA FORTITUDO”, we shall guide our students
to persevere in their quest for knowledge and help students build their character, develop their potential
and their sense of commitment towards the community at large.
It is the school’s hope that all students and members of staff experience the spirit of love and the
teachings of the Gospel both through the curriculum and school life. We shall uphold and pass on the
core values of Catholic Education (Truth, Justice, Love, Life and Family) to students to prepare them
properly for their life and future responsibilities.
UNITY PERSEVERANCE LOVE
II. Major Concerns for 2015 - 2018
1. To nurture a student-centred and language-rich learning environment conducive to effective
learning and teaching
2. To cultivate in students the five core values of Catholic Education for their life planning
Major Concerns for 2017-2018
1. To nurture a student-centred and language-rich learning environment
conducive to effective learning and teaching 1.1 Unleashing students’ creativity, collaboration and problem-solving skills via interactive
classroom and student-centred pedagogies
1.2 Enhancing students’ language proficiency by enriching and extending their learning
experiences in reading and writing literacy across the curriculum
1.3 Implementing Science, Technology, Engineering and Mathematics (STEM) education through
cross-curricular collaboration
2. To cultivate in students the five core values of Catholic Education for their life
planning 2.1 Adopting a holistic approach for the cultivation of the core values, ‘justice’ and ‘truth’, within
school
2.2 Assisting students to actualize their aspirations by nurturing their whole person development
through implementing the life-planning programme
2.3 Fostering rightness and sportsmanship in students through informal curriculum
4
III. School Structure
RAIMONDI COLLEGE School Organization Chart (2017-2018)
5
RAIMONDI COLLEGE School Organization Chart (2017 – 2018)
6
IV. Annual School Plan (2017-2018)
1. Major Concern: To nurture a student-centred and language-rich learning environment conducive to effective learning and teaching
Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required
1.1 Unleashing students’ creativity, collaboration and problem-solving skills via interactive classroom and student-centred pedagogies
(a) Unleashing students’ creativity,
collaboration and
problem-solving skills through
participating in
cross-disciplinary projects
S1 field study on Cheung
Chau (Life & Society,
Geography, Chinese History
& History)
S1-2 Chinese cultural
modules (Chinese Language
& Chinese History)
S1 STEM project (Integrated
Science, Computer Literacy
& Mathematics)
S2 STEM project (Computer
Literacy, Integrated Science
& Mathematics)
S3 STEM project (Physics,
Chemistry & Biology)
S3 musical drama (English
Language & Music)
S4 fashion show (Visual Arts
& Music)
Whole year The quality of assignments and projects
completed by students is raised
The results from surveys on parents,
teachers and students are positive
Comments from the evaluation meetings are
positive
Comments from the evaluation report on the
STEM projects made by the Education
Bureau (EDB) and the University of Hong
Kong (HKU) are positive
Collecting feedback from
EDB officials, HKU
professionals, parents,
teachers and students
through surveys
Inspecting students’
assignments and projects
Scrutinizing documents
from the Academic
Development Committee
(ADC), School
Improvement Team (SIT)
and subject panels
ADC
SIT
Panel Heads
Subject teachers
The EDB officials and the
HKU professionals
The EDB
School-based
Support Services
called
“Self-Directed
Learning as a
Strategy to
Promote STEM
Education” under
the
University-School
Support
Programme in
collaboration with
the HKU
Department of
Electrical and
Electronic
Engineering
7
Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required
(b) Equipping students with
generic skills through
subject-based project learning
S1-3 Chinese writing
portfolio (Chinese
Language)
S1-3 History projects
S2 Consumer Council
project (Life & Society)
S1 & S5 Trade Market
(English Language)
S5 Independent Enquiry
Study (IES) (Liberal Studies)
School-based Assessments in
English Language, Chinese
Language, Physics,
Chemistry, Biology,
Information &
Communication Technology,
Visual Arts
(c) Students’ collaboration can be
facilitated by creating the
favourable learning conditions:
Splitting S1-2 classes from
4 to 5 at each level
Split-class arrangements
for core subjects in S3-6 as
well as S3 Computer
Literacy
Designing special seating
arrangement in S1-2
classrooms
Grouping S1-2 students
purposely to form effective
learning communities
Devising strategies for an
interactive classroom at
subject level
Whole year The quality of projects completed by
students is raised
The results from surveys on parents,
teachers and students are positive
Comments from the evaluation meetings are
positive
Teacher-student and student-student
interactions in class are increased
The academic results of students are
improved as revealed from the assessment
data
The quality of assignments completed by
students is raised
The results from the surveys on parents,
teachers and students are positive
Collecting feedback from
teachers and students
through surveys
Inspecting students’
assignments and projects
Scrutinizing documents
from the Academic
Development Committee
(ADC), School
Development Team,
School Improvement
Team (SIT) Data
Analysis & Websams
Team and subject panels
ADC
School Development Team
SIT
Data Analysis & Websams
Team
Student Support Committee
(SSC) and Educational
Psychologist
Panel Heads
Subject teachers
Purchase of eClass
IES system
Hiring additional
teachers
Utilizing extra
classrooms
Making use of
Websams and
eClass as tools for
assessment data
analysis
8
Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required
(d) Students’ problem-solving
skills can be enhanced with
the help of IT in education:
Further enhancing WiFi
infrastructure for
e-learning
Producing videos for
flipped classroom and
pre-lesson preparation
tasks
Using Google Classroom
as electronic platform for
teacher-student
communications
Employing mobile
learning and e-learning to
align teaching, learning
and assessment
Planning and
implementing
problem-solving tasks for
students at subject level
Equipping students and
teachers with the
necessary IT skills
Developing teachers in
terms of necessary IT
skills and pedagogies
Whole year Over 200 videos are cumulatively produced
by different subject panels
All teachers are using Google Classroom to
communicate with students
Collaborative lesson planning is
accomplished by some subject panels
All teachers are utilizing
“Knowledge-Building” principles to plan
their lessons
The collaborative project on student learning
named “Teacher Scheme for Educational
Dialogue Analysis” with regard to Life &
Society and Mathematics in association with
the University of Hong Kong (HKU) and the
University of Cambridge is executed with the
results revealed from evaluation reports
being positive
The evaluation report from the collaborative
QEF project in developing effective learning
in Life & Society called “Making Thinking
Visible” by our Educational Psychology,
Student Support Committee and St. Teresa
Secondary School is positive
Collecting survey data
from subject panels
Inspecting lesson plans
and observing lessons
Inspecting students’
assignments
Scrutinizing evaluation
reports on the
collaborative project
Collecting feedback from
the EDB officers,
scholars, Educational
Psychologist, Student
Support Committee,
teacher from our School
and teachers from other
schools as well as our
students
ADC
Information Technology
Team
School Development Team
Educational Psychologist
Student Support Committee
Panel Heads
Subject teachers
One-off
Information
Technology Grant
(OITG)
QEF
Professional
support from the
EDB officers,
scholars and
Educational
Psychologist
Professional
exchanges with
other St. Teresa
Secondary School
Employing
additional IT
Technician using
Information
Technology
Staffing Support
(ITSS) Grant
9
Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required
1.2 Enhancing students’ language proficiency by enriching and extending their learning experiences in reading and writing literacy across the curriculum
(a) Updating the
language-across-the-curriculum
(LAC) programme
Assigning English lessons
to LAC in S1-2 classes
Revising the curricula of
the subjects using English
as the medium of
instruction (EMI) and
aligning the learning,
teaching and assessment
strategies to address the
learning needs of students
Reviewing the relevant
learning and teaching
materials used in the
subjects of Integrated
Science, Computer
Literacy, Mathematics
and Life & Society by the
LAC Team
Whole year The curricula of EMI subjects are revised
The learning, teaching and assessment
strategies are geared towards the needs of
students learning EMI subjects
The relevant learning and teaching
materials used in Integrated Science,
Computer Literacy, Mathematics and Life
& Society are reviewed
The comments on the pilot scheme on
developing curriculum materials to
enhance teaching Computer Literacy in the
English medium are positive
Students’ skills in decoding and answering
the questions in the assessments for the
EMI subjects are sharpened
Collecting assessment
data
Collecting feedback from
the EDB official, HKPU
professional, teachers and
students
Inspecting lesson plans
and observing lessons for
the Computer Literacy
Scrutinizing documents
from ADC, LAC Team
and relevant subject
panels
ADC
Staff Development Team
LAC Team
Ms. L. Fruean (native
English-speaking teacher,
NET)
English Panel
EMI subject panels
EMI subject teachers
Employing NET
The “School-based
Support Programme
on Developing
Curriculum
Materials to
Enhance Teaching
the Key Learning
Areas of
Technology
Education, Arts
Education and
Physical Education
in the English
Medium” through
working with the
EDB and HKPU
(b) Pilot scheme on developing
curriculum materials to
enhance teaching in the English
medium
Staff development for
fostering students’
learning effectively in the
English medium
Collaborative lesson
planning for developing
curriculum materials on
Computer Literacy with
the help from the
professionals
Delivering Computer
Literacy lessons in
English medium using the
suggested pedagogies
Sharing of experiences
with the EDB officials,
Hong Kong Polytechnic
University (HKPU)
professionals and other
schools
10
Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required
(c) Strengthening the role of the
School Library as learning
centre
Renovating the School
Library to provide
learners with enriched
printed and electronic
resources, networked
computers, independent
study areas, multimedia
meeting rooms, exhibition
spaces, study pods for
collaborative learning as
well as a shelf of
recommended books
named “Linus’ Corner”
Arranging visits to library
during class time for S1-3
students to cultivate in
them a good reading habit
Organizing reading
promotion activities by
the School Library:
Book Exhibitions
Extensive reading
programmes by
cooperating with
different Subject
Departments
Theme-based
exhibitions
Reading Week
Maintaining the online
library system for search
of resources and
promotion of reading
Whole year Loan rate of library resources is raised.
Students are nurtured with a good reading
habit
Retrieving loan rate from
the online library record
Scrutinizing documents
from the School Library
and Subject Panels
Reading Team
School Library
Subject Panels
Donation from the
alumni and PTA
Books donated by
the alumnus, Mr.
Linus Cheung
11
Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required
(d) Implementing reading
programmes across the
curriculum
Adopting the DEAR (Drop
Everything And Read)
programme
Subscription of
newspapers of S4-6
students
Implementing reading
programmes in language
subjects, including
Extensive Reading
Schemes
Subscribing online Chinese
reading scheme by all
students
Promoting reading
according to the reading
policies of different
subjects
(e) Designing writing activities
across the curriculum
Devising school-based
writing learning pack in
English Language
Devising school-based
writing tasks or projects
that demand
paragraph-length answers
in other non-language
subjects
Improving students’
writing ability through
implementing Chinese
Writing Portfolio and
setting-up school-based
practical writing materials
Enhancing “Classical
Chinese” (文言文)
teaching in S1-3 so as to
lay foundation for senior
secondary study of
Chinese Language
Editing English and
Chinese collections of
students’ work
Whole year The writing and reading skills of students in
Chinese and English are polished as
revealed from the assessment results.
Collecting assessment
data
Collecting feedback from
parents, teachers and
students
Inspecting students’
assignments
Scrutinizing documents
from ADC and Subject
Panels
ADC
Reading Team
Panel Heads
Subject teachers
Purchase of online
Chinese reading
programme
12
Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required
1.3 Implementing Science, Technology, Engineering and Mathematics (STEM) education through cross-curricular collaboration
(a) Enriching teaching in certain
topics, revising worksheets,
introducing new projects and
restructuring the syllabuses of
the STEM subjects
Computer Literacy
Integrated Science
Physics
Chemistry
Biology
Mathematics
(b) Executing the cross-curricular
STEM projects with the
support from the EDB officials
and HKU professionals
S1 STEM project involving
3D printing (Integrated
Science, Computer Literacy
& Mathematics)
S2 STEM project involving
mBot coding system and
relay switch (Computer
Literacy, Integrated Science
& Mathematics)
S3 STEM project involving
design of scientific device
(Physics, Chemistry &
Biology)
S1 field study on Cheung
Chau involving Augmented
Reality (AR) technology
(Life & Society, Geography,
Chinese History & History)
Whole year Relevant topics are enriched and
re-sequenced
Students are capable of accomplishing
STEM assignments and projects
Students are equipped with basic knowledge
and skills in STEM education, such as
coding, robotics, 3D printing, VR and AR
technology, etc.
Collecting assessment
data
Observing lessons
Inspecting students’ work
Scrutinizing panel
documents
ADC
STEM Team
Panel Heads
Subject teachers
The EDB
School-based
Support Services
called
“Self-Directed
Learning as a
Strategy to
Promote STEM
Education” under
the
University-School
Support
Programme in
collaboration with
the HKU
Department of
Electrical and
Electronic
Engineering
Professional
exchange with
other schools
13
Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required
(c) Carrying out STEM research
projects by talented students
Identifying gifted students
by attending the
International Credential
Assessment Service
(ICAS) test
Purchasing a makerspace
including a variety of
maker equipment, tools
and parts, as well as mBot
robot kits including
Arduino programming
platform, sensors and
Lego parts
Offering lessons for
students on coding,
assembling 3D printers,
making use of a
makerspace and mBot
robot kits, as well as
Virtual Reality (VR) and
AR
Exploring the feasibility
of establishing of a VR
cave at school
Conducting research
projects using the recent
technology by gifted
students in STEM
Participating in STEM
competitions by gifted
students
(d) Training workshops for
teachers and professional
interflow with the EDB, the
University of Hong Kong
(HKU) and other schools
Attending training
workshops and seminars
on the new technology
Professional exchange
with other schools
Whole year Talented students are able to carry out
STEM research studies through independent
learning and active participation in STEM
competitions
Teachers are trained to initiate programmes
in STEM education
Retrieving co-curricular
activity record
Scrutinizing committee,
and team documents
ADC
STEM Team
IT Team
Staff Development Team
Technical support
from the EDB
officials, HKU
professionals
STEM Grant
Application for the
QEF
Professional
exchanges with
other schools
14
2. Major Concern: To cultivate in students the five core values of Catholic Education for their life planning
Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required
2.1 Adopting a holistic approach for the cultivation of two of the five core values – ‘Justice’ and ‘Truth’ within school.
2.1.1 (a) S1 Orientation Day
Introduce to S1 parents and
students the Core Values of
Catholic Education ‘ Justice’ and
‘ Truth ’
19/8/2017 Most parents and students understand the core
values of Catholic Education, school ethos and
major concerns of Raimondi College.
Evaluation meeting with
Vice Principal with
Guidance team and class
teachers
Feedback from parents,
teachers and students
Vice Principals
Guidance Team
Discipline Team
MCE Team
Hall
Caritas Social
Workers
(b) S4 Orientation Camp
Through mass programmes and
group work tasks for
problem-solving and
critical-thinking skills, students
are nurtured the core value
‘Justice’ and ‘Truth’
7-9/9/2017 Students are willing to actualise truth and
justice in their daily life.
Pleading ceremony
Observation
Teacher feedback
VP ( SSC )
ECA Team
S4 Class Teachers
Caritas Social
Workers
2.1.2 Introductory talk on major concerns
and core values
Theme of the Year:
‘Truth and Justice:
Fundamentals of Life’
‘生命柱石,真理公義’
Introduce Life Planning
Education
1-2/9/2017 Most students are able to tell the theme of
the year.
Observation
Evaluation worksheet
Principal
VPs, Aps
SSC
School Hall
2.1.3 School Opening Mass 6/9/2017 Students are able to realize the core values and
experience Truth and Justice through prayers
and preach
Observation Religious Team $3500
2.1.4 S3 Community Service (助人自助 /
愛貧為先)
Introduce community services
from Caritas to students so that
they can understand that it is
more blessed to give than to
receive
Whole Year Each student participate in at least one
community service activity.
Most students are aware of the under
privileged.
Most students play an active role in the
programme.
Class teachers observation
and evaluation
Student activity report
Report from Social Worker
MCE Team
Caritas Social Workers
School Social Worker
$6000
15
Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required
2.1.5 Hall Assembly
Collaboration with Discipline
Team and Religious Team to
deliver biblical and moral value
message of ‘Truth ’and ‘Justice’.
Through sharing life stories of
students and teachers, a sense of
unity and caring with love will
be cultivated amongst students.
Whole year Most students have a stronger sense of
belongings towards school.
Core values clearly delivered to students.
Questionnaire
Observation
Discipline Team (i.c.)
Other SSC Teams
School Hall
2.1.6 Displaying the theme of the year at
school campus
Using banners and pictures /
photos to constantly remind
students of the theme
Whole year Students are able to recognize and develop a
stronger sense of belonging and unity with
love and apply to their living with care
towards others especially for disadvantaged
group
Observation
Sharing in Classroom
VP ( SSC )
Religious Affair Team
$3000
2.1.7 (a) Cross-curricular programme in
promoting the Theme of the
Year – Truth and Justice
MCET team will liaise with the
Chinese Language, English
Language, BAFS and RS panels
in organizing thematic events:
Chinese Panel (Thematic
Writing Competition,
Reading Report, Slogan
Design)
English Panel (Comments
on current issues, Reading
Reports, S.3 Musical Drama
Showcase)
RS Panel (Thematic
Sharing, Evangelization)
BAFS Panel (Workshop on
Financial Management)
Reading Team (DEAR
Reading Scheme)
Drama Show
Whole Year
Students are able to exhibit their understanding
of the theme of the year in word and action in
school
Students are able to actively participate in
activities and apply the core values “ truth ”
and “ justice ” in their daily lives
Class teachers observation
and evaluation
Activity record
Moral & Civic Education
Team
Chinese Language Panel
English Language Panel
BAFS Panel
Religious Affairs Team
Reading Team
Drama Club
$1000
Assessment
worksheet
16
Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required
2.1.8 (a) Class-Based Activities to echo
with the theme of the school year
Each class should organize
at least 4 class-based
activities throughout the
year (2 times in each term)
Whole Year Most students exhibit a stronger sense of unity
and class spirit
Each class is able to organize the activities
successfully.
Form evaluation meeting
Activity evaluation form
Moral & Civic Education
Team
Class Teachers
$4800
Subsidy for class
activities
2.2 Assisting students to actualize their aspirations by nurturing their whole person development through implementing the life-planning programme
2.2.1 Optimize and Renew the Life
Planning Lessons ( LPL )
Moral and Civic Education
Team, Guidance Team,
Discipline Team, ECA Team and
Religious Team collaborate to
implement the formal and
informal curriculum for LPL
The new curriculum will focus
on ‘Truth’ and ‘Justice’
Whole year Students are able to use the log sheets and
project handbooks to record their
achievements in extra-curricular activities /
plan for their studies / develop their learning
objectives.
Most stakeholders find the curriculum
effective.
Checking the log sheets
and handbook by class
teachers and parents
VP ( SSC )
Student Support Committee
Handbook
2.2.2 Mentorship Scheme
“夢想 Goal 飛”
“My Dream, My Faith”
The mentor provides guidance,
advice, study skills and support
to his/her mentees
Guide S.4 to S.6 students to
make informed decision on
JUPAS programme choices and
how to prepare well for HKDSE
examinations
Whole year The mentors and mentees meet according to
the schedule.
Most stakeholders find the scheme effective.
Mentee and Mentor log
books
Feedback from teachers
VP and AP ( SSC )
SSC
SAMS Team
Class Teachers
Subject Teachers
School Hall
Clerical Support
IT Support
2.2.3 Character Formation
Through constructed curriculum
to build up students’ good
character and personality
Whole year With various activities, students are able to
actualize the spirit of school motto
Perseverance, Unity and Love
Teachers’ observation
Peers’ feedback
MCET
Guidance Team
School Hall
External organization
2.2.4 Sunshine Students Programme Whole Year
Students are able to distinguish what immoral
behaviour should be prohibited such as drug
abuse, internet bullying, theft etc.
Feedback from teachers
and students
Discipline Team Fight Crime
Committee
17
Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required
2.2.5 Mock Trial Programme
To facilitate students to review
their civic responsibility and
have more understanding of
Truth and Justice
Oct 2017 onwards Students are able to recognize the knowledge
of justice and rule of law so as to enhance
civic responsibility
Observation
Assessment worksheet
Chinese Society
MCET
Log book
2.3 Fostering rightness and sportsmanship in students trough informal curriculum
2.3.1 Uniform / Discipline Groups
All members of Prefect Body,
Red Cross , 99th Scout Troop and
Guidance Prefect should be
nurtured and educated to be a
leader of good character in
rightness and honesty through
morning gatherings, briefing
meetings and sharing sessions
Whole year Most of the uniform / discipline group
members are able to behave themselves and be
honest when performing their service duties
Observation
Questionnaire
ECA Team
Guidance Team
Prefect Body
Support from alumni
2.3.2 In the process of school teams
training or competition, students are
nurtured the importance of rightness
and sportsmanship
Whole year Most of school team members are able to
observe rightness and sportsmanship in
trainings and competitions
Feedback from
teacher(s)-in-charge/
coaches
Peer Observation
Sharing
ECA Team
PE Department
Music Department
Chinese and English
Department
Science Department
Gifted Education Team
$2000
I.T. Support
2.3.3 To promote self-reflection by students
on the values of “rightness” and
“justice” through experiencing the
education systems of two multi-ethnic
countries
Easter Students can reflect on the values of
“rightness” and “justice” by comparing the
education systems of Singapore, Malaysia and
Hong Kong through the presentation to other
students during morning assembly
Survey
Observation and feedback
from teachers and students
Ms. P.Y. To
Mr. M.Y. Wong
Wide Life Learning
Fund
18
V. Work Plan on Capacity Enhancement Grant
Work Plan on the Use of Capacity Enhancement Grant in 2017/2018
Task Area Major Area(s)
of Concern
Strategies/
Tasks
Benefits
Anticipated Time Scale
Resources
Required
Success
Criteria
Methods of
Evaluation
People
Responsible
All-round
Education
To promote
arts and
physical
education
To employ
instructors
for music
and sports
Whole
person
development
of students
Teachers’
workload
will be
relieved
Throughout
the school
year
Music
instructors/
conductors:
$136,090
Sports
trainers:
$60,000
Increase of
students’
interest in
music and
sports
Observing
lessons
Scrutinizing
panel
documents
Ms. C. Chan
Mr. W.Y. Yau
Curriculum
Development
and
Interactive
Learning
To support
STEM
education
development
To support
the Small
Class
Teaching
Scheme
To assist
students to
execute
STEM
research
projects
To provide
students with
an interactive
classroom
Students’
can carry out
STEM
research
projects
Learning
effectiveness
will be
enhanced
Throughout
the school
year
1 Science
Teacher:
$264600
1 Math
Teacher:
$239400
Completion
of STEM
research
projects
Improved
learning
atmosphere
and
performance
Collecting
assessment
data
Observing
lessons
Scrutinizing
panel
documents
Mr. K.H. Tam
Ms. R. Sit
Estimated Expenditure: $700,090
19
VI. Work Plan on Diversity Learning Grant
Annual Programme Proposal for Diversity Learning Grant (DLG) for the year 2017-2018
Domain Programme Objective Target Duration Teacher i/c Budget
English
Language
Training course on
English drama
To enhance students’ skills
in English debate 15 students
S4 & S5 students
Nominated by English
teachers
First Term Ms. J. Chung $15,000
Chinese
Language
Training course on
Chinese debate
To polish students’ skills in
Chinese debate 15 students
S4 & S5 students
Nominated by Chinese
teachers
First Term Mr. M.Y.
Wong
$10,000
Training course on
Chinese creative
writing
To improve students’
ability in creative writing 40 students
S5 & S6 students
Nominated by Chinese
teachers
First Term Ms. P.H.
Yung
$15,000
Mathematics Training course on
problem-solving in
Mathematics
To facilitate students’
logical thinking skills in
mathematical
problem-solving
15 students
S4 & S5 students
Nominated by Mathematics
teachers
First Term Mr. P.K. Yip
Mr. S.H. Yau
$10,000
Arts
Education
(Visual Arts
& Music)
Fashion show To help students apply the
knowledge and skills in
Visual Arts and music in
an authentic context.
20 students
S4 students
Interested students
Second Term Ms. E. Ko
Ms. C. Chan
$6,000
Student
Support
Prefect Training
Camp
To sharpen leadership and
interpersonal skills in the
Prefect Body
40 students
S4-6 students
Senior Prefects
December
2017
Mr. L. Yeung $15,000
Physical
Education
NSS PE (Network
Programme)
To coach students on
sports skills 28 students
S4-6 students
Taking NSS PE
Whole year Mr. W.Y. Yau $7000
Music NSS Music
(Network
Programme)
To train students NSS
Music 1 student
S6 student
Taking NSS Music
Whole year Ms. C. Chan $7000
Estimated Expenditure: $85,000
20
VII. Work Plan on Non-Chinese Speaking Student Grant
21
22
23
24
25
26
27
28
29
30
31
VIII. BUDGET SUMMARY
(A) Expended Operating Expenses Block Grant (EOEBG)
1. Administration $5,251,700.00
2. Curriculum $113,600.00
3. Co-curricular Activities $61,300.00
4. Student Affairs $77,600.00
5. General Affairs $108,300.00 $5,612,500.00
(B) Capacity Enhancement Grant (CEG)
1. Employment of additional staff $504,000.00
2. Hire of instructors $196,090.00 $700,090.00
(C) Diversity Learning Grant $85,000.00
(D) Composite Furniture & Equipment Grant (CFEG) $377,000.00
(E) Composite IT Grant (CITG) $430,000.00
(F) Small Class Teaching $617,400.00
(G) Service Centre Subsidy for Student Activities $12,000.00
(H) Careers & Life Planning Grant $100,000.00
(I) Senior Secondary Curriculum Support Grant $630,000.00
(J) Learning Support Grant $313,000.00
(K) Non-Chinese Speaking Students Grant $800,000.00
Prepared by: Endorsed by:
_____________________ ______________________
Mr. Louisa Lo Mr. Peter S.T. Lee
Principal Chairman
Incorporated Management Committee
Date: 6 October 2017