Programme Plan

Programme Plan (2018-2019)

    1. Achievement Improvement Scheme

Item

Target Group

Reason

Work Plan

Time

Criteria of Success

Teacher(s)-in-charge

Speaking Training Program

S1-S6

To offer more different chances for students to speak in English with confidence

l   1- minute talk (S1-S6)

l   TV Campus sharing – English Express (S1-S6)

l   Inter-class training practice (S5-S6)

l   After-school speaking practices (S4-S6)

l   Joint-school speaking trainings (S6)

l   Mass Oral Trainings (S3, S5, S6)

 

 

 

9/2018-6/2019

 

 

 

 

 

11-12/2018

S3: 4/2019

S5: 5/2019

S6: 5/2019

 

l   70% of teachers agree that the program improve students’ confidence in English Speaking

l   70% of students agree that the program improve students’ confidence in English Speaking

l   Students’ speaking performance in both TSA and DSE will be improved

Leaders:

LYS, HMW, LCY, Project Leaders

All teachers are involved

Listening Integrated Skills Trainings

S1-S6

To further develop the specific skills required in listening integrated tasks

l   The newly adopted listening books in S1-S3 are thematically designed aligning with the topics in textbook that enables better vocabulary input for the tasks, with more explicit and holistic teaching of the skills will be provided

l   Tailor-made worksheets are designed to prompt S1-S6 students to complete the integrated skills tasks step by step

9/2018 -6/2019

70% of teachers agree that students’ skills in completing integrated tasks are improved

70% of students agree that agree that students’ skills in completing integrated tasks are improved

Students’ listening performance in both TSA and DSE will be improved

Leaders:

LYS, HMW, LCY, Form Coordinators

All teachers are involved

 

    1. Department Major Concerns

      1. Theme of English Department: (Subjected to change)

        Reading

        Enlightens,

        Amazes,

        Develops

        Students

      2. Form-based Major Concerns

Level

Focused Issues

Highlight Event(s)

S.1

Ÿ   Poems and Songs

Ÿ   Intensive Reading Scheme

Ÿ   Reading across Curriculum (RaC) -Reading Plus Program

Ÿ   Tree-free Reading Program

Ÿ   Reading across Curriculum (RaC) - linked with Global Classroom Program

Ÿ   Public Budding Speaker Showcase

 

S.2

Ÿ   Short Stories

Ÿ   Intensive Reading Scheme

Ÿ   Reading across Curriculum (RaC) -Reading Plus Program

Ÿ   Tree-free Reading Program

Ÿ   Choral Speaking

Ÿ   Reading across Curriculum (RaC) - linked with Global Classroom Program

Ÿ   Public Budding Speaker Showcase

Ÿ   English Day Camp

S.3

Ÿ   Popular Culture

Ÿ   TSA Training

Ÿ   Reading across Curriculum (RaC) -Reading Plus Program

Ÿ   Tree-free Reading Program

Ÿ   Public Budding Speaker Showcase

Ÿ   Singing Contest

Ÿ   LAC Game Stalls

Ÿ   Cultural Talk

S.4

Ÿ   Short Stories

Ÿ   Basic Exam Skills Teaching

Ÿ   Public Budding Speaker Showcase

Ÿ   Writing Elite Course

S.5

Ÿ   Social Issues

Ÿ   SBA Training

Ÿ   Writing Elite Course

Ÿ   Joint-school Network Speaking

S.6

Ÿ   Workplace Communication

Ÿ   Advanced Exam Skills Teaching

Ÿ   Joint-school Network Speaking

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

      1. 3-year Plan of School-based Major Concerns

Major Concern

Target

18/19

19/20

20/21

Strategy Outline

IBuilding the healthy and faithful attributes with the spirit of Christ

1.1  To establish good moral values of students in the spirit of Christ

P

P

P

Promote religious sharing on campus

Strengthen moral education

Strengthen cooperation between the church and the school

1.2 To pay attention to students' mental health and enhance their resilience

P

P

P

Make good use of outside resources – EDB, IAIE, US Consulate

General, school network

Improve students’ literacy through peer influence

IIStrengthening support to cater students with different learning abilities

2.1 To find out the critical feature and difficulty of learning so as to adjust the curriculum which suits students' ability

P

P

P

Conduct collaborative meetings, lesson observation and data analysis through student-centered action learning/lesson studies

Promote Assessment Literacy – Promote Formative Instructional Practice

Enhance students’ learning ability through the design of assignments such as graded worksheets and extended tasks

2.2 To adopt appropriate pedagogies to construct learning of different students

P

P

P

Practice of different pedagogies – self-regulated learning, e-learning, STEM teaching, metacognitive teaching, cooperative learning, and mastery learning

Design specific extension or pull-out learning activities

IIIEnhancing learning and teaching effectiveness through strategic teacher professional development

3.1 To build a learning community through middle management training

P

P

P

Introduce professional support

Enhance group leaders’ professional competence and lesson studies effectiveness through organising lesson observations and sharing sessions

School-based middle management training

Systematic plan of out-of-school middle management training and workshop participation

3.2 To enhance teachers’ professional capacity through optimizing the teacher self-evaluation mechanism

 

P

P

Arrange out-of-school training and workshops for teachers

Enhance teachers’ professional capacity through school-based and interschool lesson observation

optimize the teacher self-evaluation mechanism

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

      1. Department Major Concerns

Item

Target Group

Reason

Work Plan

Time

Criteria of Success

Teacher(s)-in-charge

Reading Plus Program

S1-S4

l   Enhance students’ reading skills

l   Promote reading across curriculum (RaC) in junior forms

l   Promote value and moral education together with cultural exchange

l   Expose students’ to more different texts around the world

l   Align extra-curricular activity with the curriculum

l   Tailor-make different reading modules in which introduce the culture or history or science-related or geographic background of some specific countries round the world

l   Students are going to read and reflect on the texts while may be also given chances to share their ideas on the texts with some oversea students visiting our school through Global Classroom

 

 

9/2018-

6/2019

 

 

 

 

 

 

 

l   70% of students agree that the program improve their exposure to texts with different cultures and world knowledge

l   70% of teachers agree that the program helps improve students’ value or moral education

l   Students’ reading and speaking skills in both TSA and DSE will be improved

Leaders:

LYS, LCY, HMW, NET,

All teachers are involved

Tree-free Program

S1-S3

l   Enhance students’ reading skills

l   Promote reading habit

l   Promote E-learning

l   Promote self-regulated learning

l   Promote RaC

l   S1 -S3 students will be assigned to read a list of fiction and non-fiction (History, IS, Geography) readers on the online platform, the E-library, and to complete the related online reading exercises

l   Students are allowed to complete their ERS forms and book reports with the e-readers

9/2018-

6/2019

l   70% of S1 to S3 students completed the assigned e-readers

l   70% of students completed the assigned number of book reports

l   50% of S1 to S3 students showed improvement in reading skills at the end of the academic year

LYS, LCY and all teachers

Professional Development- Assessment Literacy

All teachers

Strengthen/ Enhance teachers’ professionalism in order to increase the teaching and learning effectiveness

l   Promote Formative Instructional Practices (FIP) to cater learners’ diversity and enhance assessment for learning in lessons

l   Invite professionals to observe teachers’ lessons and give advice on the lessons

9/2018-

6/2019

l   70% of teachers agree that their professionalism is enhanced/ strengthened 

LYS, HMW, LCY and all teachers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

    1. School-based Major Concerns                          [ IE elements:  I – Intentionality  C – Care  O –Optimism  R- Respect  T –Trust]

       

      Major ConcernIBuilding the healthy and faithful attributes with the spirit of Christ

      Target 1.1  To establish good moral values of students in the spirit of Christ

      Strategy 1.1.1 Promote religious sharing on campus

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-in-charge

Resources

Introduce some meaningful Bible scriptures through different activities, e.g. S1 post-card writing, English Express

9/2018-

6/2019

70% of students agree that they have learned some Bible scriptures through English activities

Students’ postcards and performance

 

Project Leaders

A list of selected Bible scriptures

[I C]

 

 

Major ConcernIBuilding the healthy and faithful attributes with the spirit of Christ

Target 1.1 To establish good moral values of students in the spirit of Christ

Strategy 1.1.2 Strengthen moral education

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-in-

charge

Resources

“Reading Plus” Program: establish students’ moral values through reading different stories, discussion and reflection tasks

9/2018-

6/2019

l   70% of students agree that their moral values have been strengthened

l   70% of teachers agree that their moral values have been strengthened

l   Students’ performance

l   Teachers’

l   observation

l   Students’ questionnaire

l   Teachers’ questionnaire

LYS, LCY and all English teachers

[I C O R T]

 

 

 

 

 

 

 

 

 

 

 

 

 

Major ConcernIBuilding the healthy and faithful attributes with the spirit of Christ

Target 1.1 To establish good moral values in the spirit of Christ

Strategy 1.1.3 Strengthen cooperation between the church and the school

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-in-charge

Resources

Work closely with our chaplain and/or church staff to choose some meaningful Bible scriptures and hymns to be introduced in English curriculum and activities

9/2018-

6/2019

70% of teachers agree that English department has worked closely with the chaplain and/or church staff to promote good moral values in the spirit of Christ

Scheme of Work

Form and collaborative meeting minutes (attached w/ GM minutes in Sept 2018, Nov 2018, Feb 2019, May 2019, July 2019)

Project leaders and all English teachers

Bible scriptures and hymns

[I C]

 

 

 

 

 

Major ConcernIBuilding the healthy and faithful attributes with the spirit of Christ

Target 1.2 To pay attention to students' mental health and enhance their resilience

Strategy 1.2.1 Make good use of outside resources

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-in-

charge

Resources

l   Invite some outside speakers to offer talks on DSE exam skills to senior form students

l   Encourage students to join some DSE training workshop organised by some outside service providers or schools to both psychologically and mentally prepare themselves better for DSE

l 2/2019

 

l 9/2018 - 2/2019

l   70 % of the involved students agree that they are more prepared for and get goal for the DSE after the activities/ workshop

l   70 % of teachers agree that students are more prepared for and get goal for the DSE after the activities/workshop

l   Students’ performance

l   Result analysis reports (attached w/ GM minutes in Sept 2018, Nov 2018, Feb 2019)

l   DSE results

l   Student questionnaire

l   Teacher questionnaire

LYS, HMW , Form coordinators and involved English teachers

l  Guest speakers

l  Outside DSE training and workshop

[I C O T ]

 

 

Major ConcernIBuilding the healthy and faithful attributes with the spirit of Christ

Target 1.2 To pay attention to students' mental health and enhance their resilience

Strategy 1.2.2 Improve students’ literacy through peer influence

 

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-in-

charge

Resources

l   Peer and self-evaluation forms given to students to reflect on peer and their own work e.g. writing tasks, speaking

l   English Express(1-min sharing on Campus TV)

9/2018-

6/2019

l   100% of involved students completed the peer and self-evaluation forms to help them reflect and set clearer goal for improvement                                                                                                                                                                              

l   70 % of students agree that they can learn from peers so as to set a clearer goal for future improvement

l   70 % of teachers agree that their students can learn from peers so as to set a clearer goal for future improvement

l   Book inspection

l   Student questionnaire

l   Teachers questionnaire

l   Form Coordinators

l   Project leaders and English teachers

[I C O R T]

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Major ConcernIIStrengthening support to cater students with different learning abilities

Target 2.1 To find out the critical feature and difficulty of learning so as to adjust the curriculum which suits students' ability

Strategy 2.1.1 Conduct collaborative meetings, lesson observation and data analysis through student-centered action learning/lesson studies

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-in

-charge

Resources

l   Peer Lesson Observation Scheme: exchange pedagogies to fine tune lesson plans

l   Form-based Collaborative Meetings :Find out students’ learning difficulty by pre-test and teachers’ observation so as to design supplementary teaching materials to cater learners’ different learning abilities

l   Regular Result Analysis: evaluate the learning progress of the students by analyzing their assessment result so as to adjust the curriculum

 

l   10/2018-5/2019

 

l   8/2018- 6/2019

 

 

 

 

l   9/2018-

6/2019

 

l   Graded supplementary teaching materials have been prepared in all forms

l   More able students general performance in English learning has been improved by 10 % while that of less able ones has been improved by 15 %

l   Peer lesson observation forms

l   Collaborative meeting minutes (attached w/ GM minutes in Sept 2018, Nov 2018, Feb 2019, May 2019, July 2019)

l   Result analysis reports (attached w/ GM minutes in Sept 2018, Nov 2018, Feb 2019, May 2019, July 2019)

 

l LYS, LCY (Junior forms , HMW (Senior forms), form coordinators & English Teachers

l Supplementary teaching materials

[I C O R T]

[I C O R T]

 

 

 

 

 

 

[I C O]

 

 

 

 

 

 

 

 

 

 

 

 

Major ConcernIIStrengthening support to cater students with different learning abilities

Target 2.1 To find out the critical feature and difficulty of learning so as to adjust the curriculum which suits students' ability

Strategy 2.1.2 Promote Assessment Literacy in all subjects

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-

in-charge

Resources

l   In reference to the DSE Results Report , students’ internal assessment performance to identify students’ weaknesses in different skills so as to adjust the curriculum and teaching material

l   Promote formative assessment by offering constructive feedback to students to improve their work e.g. writing, speaking

l   Promote summative assessment: To identify students’ learning difficulties and devise strategies to improve students’ performance with reference regular result analysis through collaborative meetings

l   Questioning Techniques

 

 

 

9/2018-

6/2019

 

l   70% of teachers agree that they have given quality assignments and assessments which target on improving both able and less able students’ weaknesses

l   70 % of both able and less able students agree that constructive feedback (written & verbal) have been given to help them improve their work

l   70 % of teachers agree that they have adjusted their curriculum and teaching materials after identifying both able and less able students’ learning difficulties

l   70% of teachers agree that they have applied question techniques in lessons to assess both able and less able students’ learning and promote formative assessments

l   Assignments and assessments

l   Book inspection

l   Result analysis reports (attached w/ GM minutes in Sept 2018, Nov 2018, Feb 2019, May 2019, July 2019)Lesson observation forms

l   Collaborative meeting minutes (attached w/ GM minutes in Sept 2018, Nov 2018, Feb 2019, May 2019, July 2019)

l   Students’ questionnaire

l   Teacher questionnaire

LYS, LCY (Junior forms , HMW (Senior forms), form coordinators & English Teachers

l   DSE Results Report

l   Result analysis reports

 

[I C O R T]

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Major ConcernIIStrengthening support to cater students with different learning abilities

Target 2.1 To find out the critical feature and difficulty of learning so as to adjust the curriculum which suits students' ability

Strategy 2.1.3 Enhance students’ learning ability through the design of assignments

 

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-in-charge

Resources

l   Mind-map is included in all English writing worksheets and junior form individual presentation tasks to help students generate and organize ideas

l   Peer and self-evaluation forms given to students to reflect on peer or their own work e.g. writing tasks, speaking

l   Graded teaching materials to cater students’ needs

9/2018-

6/2019

l   100% involved students have finished mind-maps and evaluation forms as planned

l   70 % of teachers agree that they have adjusted their curriculum and prepared graded teaching materials to cater students’ needs if necessary

l   Scheme of work

l   Book inspection

l   Teachers questionnaire

All English teachers

[I C O R T]

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Major ConcernIIStrengthening support to cater students with different learning abilities

Target 2.2 To adopt appropriate pedagogies to construct learning of different students

Strategy 2.2.1 Practice of different pedagogies – self-regulated learning, e-learning, STEM teaching, metacognitive teaching, cooperative learning, and mastery learning

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-in

-charge

Resources

l   Online independent learning platform to foster independent learning, e.g. English Builder

l   Independent learning worksheets to promote self- regulated learning and encourage students to prepare for the lessons before teaching

l   Use of Interactive applications such as “Kahoot” to promote interactive learning / e-learning/ formative assessment

l   “Tree-free Reading” Program to promote e-book reading and learning

l   “Reading Plus” Program : immerge STEM elements into the tasks

9/2018-

6/2019

l   80% of both able and less able students have finished the tasks in the English Builder and get at least 50% of the scores

l   80% of able students have finished the worksheets with 80% passing rate, and 70 % of less able students finished the worksheets with 50%  passing rate

l   100% of S1 students have participated the use of the interactive applications

l   70% of S1 to S3 students completed the assigned e-readers

l   75% of able students and 70% of less able students agree that they are more able to learn independently

l   75% of able students and 70% of less able students agree that e-learning can help them learn better

l   70% of teachers agree that e-learning can help their students learn better

l   Online assessment reports

l   Independent learning worksheets

l   Interactive applications

l   statistics

l   Completed number of assigned e-readers/ books

l   Student questionnaire

l   Teacher

questionnaire

 

LYS, LCY (Junior forms , HMW (Senior forms), form coordinators & English Teachers

l Online independent learning platform

l Independent Learning Worksheets

l Electronic devices and online interactive applications

l QEF/E-library

 

[I C O R T]

 

 

 

 

 

 

 

 

Major ConcernIIStrengthening support to cater students with different learning abilities

Target 2.2 To adopt appropriate teaching pedagogies to construct learning of different students

Strategy 2.2.2 Design specific extension or pull-out learning activities

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-in-charge

Resources

A variety of English Activities and Competitions:

S2 Day camp, theme-based presentation competitions, inter-class oral training, joint-school public speaking competition, Network speaking activity (inter-school oral practice), English Week

9/2018-

7/2019

75% of able students and 70% of less able students agree that the English activities can provide different English learning experience

l   Students’ attendance

l   Student questionnaire

 

LYS, LCY (Junior forms , HMW (Senior forms), form coordinators & English Teachers

l   Network with other local schools

l   EDB

l   US Consulate General

[I C O R T]

 

Major ConcernIIStrengthening support to cater students with different learning abilities

Target 3.1 To build a learning community through middle management training

Strategy 3.1.1 Introduce professional support

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-in-charge

Resources

Professional Support by Language Learning Support Session (EDB) : Curriculum Leaders Training: Assessment Literacy / Lesson Studies

 

 

9/2018-

8/2019

l   Regular meeting with the EDB officer

l   70 % of involved middle management teachers agree that carrying out lesson studies through lesson observation helps to build a learning community

l   70 % of middle management teachers agree that the external support helps to build a learning community

l   Meeting minutes

l   Lesson observation forms

l   Teachers questionnaire

 

LYS, HMW, LCY

EDB

[I C O R T]

 

 

 

 

 

 

 

Major ConcernIIIEnhancing learning and teaching effectiveness through strategic teacher professional development

Target 3.1 To build a learning community through middle management training

Strategy 3.1.2 Enhance group leaders’ professional competence and lesson studies effectiveness through organising lesson observations and sharing sessions

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-in-charge

Resources

l   Peer Lesson Observation

l   Collaborative Meeting

l   General Meeting Sharing

l   Open Classes

 

 

l   8/2018-

8/2019;

l   4/2019 (open classes)

l   Observe all English teachers’ lessons at least once in 2018-2019

l   At least open classes once in 2018-2019

l   100% of Middle-management leaders offer sharing at GM at least once in 2018-2019

l   70 % middle management teachers agree lesson observation, meeting and open class activity help enhance group leaders’ professional competence and lesson studies effectiveness

l   Lesson observation forms

l   Post-lesson conference

l   Collaborative meeting minutes (attached w/ GM minutes in Sept 2018, Nov 2018, Feb 2019, May 2019, July 2019)

l   Teacher questionnaire

LYS, HMW, LCY, Form Co-ordinators

[I C O R T]

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Major ConcernIIIEnhancing learning and teaching effectiveness through strategic teacher professional development

Target 3.1 To build a learning community through middle management training

Strategy 3.1.3 School-based middle management training

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-in-charge

Resources

l   Form Co-ordinators Meetings

 

 

9/2018-

7/2019

70 % of middle management teachers agree that form co-ordinators meetings help to create professional dialogues among middle management leaders

Meeting minutes (attached w/ GM minutes in Sept 2018, Nov 2018, Feb 2019, May 2019, July 2019)

LYS, HMW, LCY, Form co-ordinators

[I C O R T]

 

 

 

 

 

 

Major ConcernIIIEnhancing learning and teaching effectiveness through strategic teacher professional development

Target 3.1 To build a learning community through middle management training

Strategy 3.1.4 Systematic plan of out-of-school middle management training and workshop participation

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-in-charge

Resources

l   HKSDF drama-related Workshops

l   Take part in the open classes held by other schools

 

9/2018-

7/2019

l   100% of involved teachers have completed the HKSDF workshop

l   100% of Panel Heads/Form Co-coordinators join at least one open class held by other schools

l   Completion certificates if any

l   Panel Heads/Form-coordinators participation

LYS, HMW, LCY and form-co-ordinators

l   HKSDF

l   Network with some local schools

[I O R T]

 

 

 

 

 

Major ConcernIIIEnhancing learning and teaching effectiveness through strategic teacher professional development

Target 3.2 To optimize teachers’ professional capacity through modifying the teacher self-evaluation mechanism

Strategy 3.2.1 Arrange out-of-school training and workshops for teachers

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-in-

charge

Resources

l   SBA District Standardization Meeting

 

 

 

l   TSA Examiner Training Workshop and invigilation work

 

 

 

l   HKDSE Markers’ Meeting and invigilation / Marking Work

 

 

 

l   Attend Drama Performance

 

 

8/2018 –

8/ 2019

 

 

 

3/2019 –

4/ 2019

 

 

 

4/2019 – 5/2019

 

 

 

6/2018 – 8/2019

 

l   100% of S4-S6 teachers have taken turn to attend the meeting to equip themselves with the most updated marking criteria , and give a sharing in English General Meeting

l   At least one S3 teacher has taken part in the workshop and invigilation work to help review the current work in school , followed by a sharing in English General Meeting

l   At least 25% of teachers have involved in HKDSE marking work to equip themselves with the most updated marking criteria , followed by a sharing of key points in English General Meeting

l   100% of teacher have attended at least once drama show held by other local schools and share key points in English General Meeting which enables them to be able to review the current work in school

l   Teachers’ attendance record

 

 

 

l   Teachers’ attendance record

 

 

 

l   Teachers’ attendance record

 

 

 

l   Teachers’ attendance record

 

SBA coordinator, S4-S6 Teachers

 

 

 

S3 Teachers

 

 

 

 

 

 

All English Teachers

 

 

 

All English Teachers

 

HKEAA

[I C R T]

 

 

 

 

HKEAA

[I C R T]

 

 

HKEAA

[I C R T]

 

 

 

Other local schools

[I C O R T]

l   “Tree-free program” (QEF) Teacher Workshop about e-learning and curriculum planning (S1-S3 Reading)

 

l   Professional development by an experienced TSA examiner

 

 

8/2018 or 9/2018

 

 

 

8/2018 or 9/2018

l   80% of teachers agree that their knowledge in planning, designing, implementing assignments has been improved

 

l   80% of teachers agree that they are more familiar with the TSA assessment criteria and skills involved

l  Teachers’ feedback (questionnaire)

 

 

l  Teachers’ attendance record

l  Teachers’ feedback (questionnaire)

LYS, all English Teachers

 

 

 

LYS, all English Teachers

 

QEF

[I C O R T]

 

 

 

Guest speaker

[I C O R T]

 

 

Major ConcernIIIEnhancing learning and teaching effectiveness through strategic teacher professional development

Target 3.2 To enhance teachers’ professional capacity through optimizing the teacher self-evaluation mechanism

Strategy 3.2.2 Enhance teachers’ professional capacity through school-based and interschool lesson observation

Working Plan Item

Timetable

Success Criteria

Assessment Method

Person(s)-in-charge

Resources

l   Peer lesson observation

 

 

 

l   Open classes - to both LSS teachers and outsiders

 

 

l   Visit classes in other schools

 

9/2018 –

5/ 2019

 

4/ 2019

 

 

 

(TBC)

9/2018 –

6/ 2019

l   100% teachers have observed and been observed by an/other English teacher(s)

l   At least open 1 class to allow observers to give advice to improve the lesson(s)

l   Visit classes in other schools to learn from others and reflect on their own teaching practices

l   Lesson observation Forms

 

 

l   Collaborative meeting minutes (attached w/ GM minutes in Sept 2018, Nov 2018, Feb 2019, May 2019, July 2019)

l   Teachers’ feedback (oral and written- questionnaire)

LYS, all English Teachers

[I C O R T]

 

 

[I C O R T]

 

 

 

Other local schools

[I O R T]

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