每日金句 :
如今常存的有信,有望,有愛,這三樣,其中最大的是愛。 (哥林多前書13:13)

Programme Plan

Programme Plan (2017-2018)

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 (S1-S6)

l   After-school speaking practices (S4-S6)

l   Joint-school speaking trainings (S6)

l   Mass Oral Trainings (S3, S5, S6)

 

 

 

Sept - May

Sept - May

Sept - May

 

Nov, Feb

 

S3: Apr

S5: May

S6: May

 

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   A new listening book will be used in S1-S3, which is thematically designed aligning with the topics in textbook that enables better vocab 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

Sept -May

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

 School-based Major Concerns

                                                                                                        

Major concern 1: Deepen Independent Learning

Target: 1.1 Boost learning motivation

Strategies

Work Plan Items

Time

Criteria of Success

Methods of Assessment

Teachers-in-charge

Resources Needed

1.1.1 Arouse learning interest

1.           Provide a wide variety of English activities including English Week

2.           Regular English activities are held in English Corner

Whole Year

l   Whole-school and form-based English activities are held throughout the whole academic year

l   At least one theme-based activity is held monthly at English Corner

l   70 % of the students agree that a wide variety of English activities are provided that can arouse learning interest and motivation

l Students’ participation and performance

l Teachers’ observation

l Questionnaires

l   Leaders: LCY / MCL

l   All S1-S3 teachers

 

1.1.2 Foster students’ independent learning habit through e-learning platform

1.         Grammar teaching clips on flipped classroom

2.          “Tree-free Reading” Program

 

Whole Year

l   S1 to S3 students are able to prepare for lessons and consolidate taught knowledge through watching some grammar teaching clips on the flipped classroom

l   S1 to S3 students are able to read e-books on the e-learning platform in the second term

l   70% of the S1-S3 students agree that their learning motivation is enhanced through E-learning

l Lesson observations

l Students’ participation and performance

l Teachers’ observation

l Questionnaires

l   Leaders: LCY

l   S1- S3 Form Coordinators and all S1-S3 teachers

l  Tablets

l  E-learning

platform

l  Grammar teaching clips

Target 1.2: Enhance independent learning ability

Strategies

Work Plan Items

Time

Criteria of Success

Methods of Assessment

Teachers-in-

charge

Resources Needed

1.2.1 Develop reading habit

1.        Extensive Reading Scheme

2.        Book/ Article sharing

3.        English Book Exhibition

Whole year

l  Students read English materials daily and compete a number of book reports monthly

l  Book/ Article sharing is done by teachers or students on Campus TV weekly

l  At least one English exhibition is carried out throughout the academic year

l  70 % of students agree that reading habit is developed that they read English materials regularly for lesson preparation or leisure

l Students’ performance

l Teachers’ observation

l Teachers’/Students’ sharing

l Reading records

l ERS Forms

l Questionnaires

 

l Leaders: CPK/ HCY/ LCY

l All teachers

l English

Readers

l ERS Forms

1.2.2 Train Students’ problem-solving skills and develop their creativity  through competitions in and outside school

1.         Words of Wisdom Poster competition (All forms)

2.         Theme-based Presentations Competition (S1-S5) (inter-class)

3.         S1 & S2 Short story telling competition (inter-class)

4.         S3 Singing contest (inter-class)

5.        Budding Public Speaker Showcases (Inter-school public speaking competition)

6.        Speech Festival (Open to all)

7.        Fashion Show (All forms)

At least once in each form

l   100% students are required to do research for a presentation on a given topic

l   70 % of the students agree that the English competitions help them to develop their creativity and train their problem-solving skills

l Students’ performance

l Teachers’ observation

l Questionnaires

 

l   Leaders: LCY/HMW/ LYS/ project leaders

l   All form- coordinators and teachers

 

Target 1.3: Increase learning satisfaction

Strategies

Tasks Work Plan Items

Time

Criteria of Success

Methods of Assessment

Teachers-in-

charge

Resources Needed

1.3.1 Catering for learning diversity through lesson questioning techniques

1.           Apply Bloom’s Taxonomy questioning techniques (Teachers)

2.           Practice the skills to answer Wh- questions (Students)

Whole Year

l   80% of the teachers respond that they apply Bloom’s Taxonomy questioning techniques in their lessons

l   100% of students are given assessments (e.g. Newspaper Clippings, comprehension assignments) and asked questions by teachers in the lessons, that can train their skills in answering Wh- questions in different levels

 

l Lesson Observations

l Students’ performance

l Teachers’ observations

l Questionnaires

l Assignments

l   Leaders: LYS/HMW/LCY

l   All teachers

 

1.3.2 Design assessments for learning through assignments , tests and exams

1.           Regular assignments, tests and exams to evaluate and reflect on students’ learning progress

2.           Regular results analysis

 

Whole Year

l   Regular assessments are designed to check students’ learning progress throughout the year (e.g. 8 reading and listening assessments for senior forms and 6 grammar quizzes)

l   8 regular result analysis are done throughout the academic year

l Scheme of work

 

l   Leaders: LYS/HMW/LCY/

form coordinators

l   All teachers

 

 

Major Concern 2: Goal-searching and life-planning

Target 2.2 Implement life-planning

Strategies

Work Plan Items

Time

Criteria of Success

Methods of Assessment

Teachers-in-

charge

Resources Needed

2.2.1 Develop self- management ability

Note book Competition

Whole Year

70% of the teachers agree that students are able to jot notes for learning and revision

l Students’ performance

l Teachers’ observations

l Notebooks

Leaders: LYS/LCY/HMW

 

2.2.2 Foster studentsperseverance

1.           English Speech Festival

2.           Oral Training Program (School-based and joint school training)

3.           Read Aloud Practice

Sept to Dec 2017

Whole Year

70% of participates agree that their perseverance to strike for better performance is fostered during the preparation for the English Speech Festival, Oral Training Program and the practice of reading aloud  

l Students’ performance

l Teachers’ observations

l Questionnaires

 

Leaders: LYS/LCY/HMW/MCL/

Project leaders

 

Target 2.3 Learn to evaluate the life plan

Strategies

Work Plan Items

Time

Criteria of Success

Methods of Assessment

Teachers-in-

charge

Resources Needed

2.3.2 Develop students’ sense to perfection

1.           Independent Learning

2.           Oral Training Program (School-based and joint school training)

 

Whole Year

70% of the students agree that they can develop their sense to perfection through independent learning and the oral training program

l Students’ performance

l Teachers’ observations

l Questionnaires

 

l   Leader:LCY (junior)/

HMW(senior)

l   All teachers

Independent Learning assignments

Major Concern 3: Cultivate a culture of health in school

Target 3.1 Develop the culture of positive thinking in school 

Strategies

Work Plan Items

Time

Criteria of Success

Methods of Assessment

Teachers-in-

charge

Resources Needed

3.1.1

Strengthen the core values of Christianity

Emphasize the religious background of our school through introducing some festivals like Christmas and Easter to students

Dec and Apr 2018

The core values of Christianity are introduced

Scheme of work

All teachers

Worksheets

Target 3.2 Develop healthy living habit

Strategies

Work Plan Items

Time

Criteria of Success

Methods of Assessment

Teachers-in-

charge

Resources Needed

3.2.1 Make exercise a habit into students

Include topics about the importance of healthy living style and exercise into the curriculum

Either First term or second term

At least one topic promoting the importance of healthy living style and exercise is introduced in both junior and senior forms

Scheme of work

Related English subject teachers

 

3.2.2 Promote healthy life styles

Students or teachers give sharing on positive values and topics in class or during morning assembly every Wednesday to promote positive thinking (mental health)

Whole Year

Students or teachers give sharing on positive values and topics in class or during morning assembly every Wednesday

Sharing by students and teachers

Students and teachers sharing arrangement : HCY/LPC

 

 

Target 3.3: Develop a culture of learning community

Strategies

Work Plan Items

Time

Criteria of Success

Methods of Assessment

Teachers-in-charge

Resources Needed

3.3.1 Strengthen teachers’ professional learning community

1.           Peer and Formal Lesson Observations

2.           Curriculum Review and Reform Project

3.           Regular collaborative meetings

4.           Professional sharing sessions in the panel

 

1.        At least once per year

2.        Whole year

3.        About once per week

4.        At least once per term

l   Each teacher observe others’ English lessons or to be observed at least 2 times per term

l   100% teachers involve in the Curriculum Review and Reform Project

l   80% of the teachers agree that lesson observations and the Curriculum Review and Reform Project allow more professional dialogues and development among teachers

l   80% of the teachers agree that lesson observations, the Curriculum Review and Reform Project, collaborative meetings

and sharing sessions help to develop a learning community

l Lesson observations

l Post-lesson observation

meeting

l Meeting minutes

l   Leaders: LYS/LCY/HMW/ Form coordinators

l   All teachers

 

3.3.2 Strengthen the leadership of the middle management team

Professional development of the Panel Head, Junior and Senior Form Coordinators

At least once throughout the year

l   Panel Head, Junior and Senior Form Coordinators attend workshops/ seminars/ courses which can strengthen the leadership skills, especially in curriculum planning and  literacy

l  

 

 

Top