school annual report 16-17 updated - po kok primary school · po kok primary school 2016-2017...

Po Kok Primary School 2016-2017 Annual Report

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Content

A. Vision and Mission

Vision and Mission......…………………………………………………………………….... P. 2

School Goals..…………..………………………………………………………………..….. P. 2

B. Our School

Introduction of our school…………………………………………………………………… P. 3

School Facilities………………………………………………………………………………P. 3

School Information………………………………………………………………………..… P. 3

C. Management and Organisation

School General Information……………………………………………………………….… P. 3

School Administration Chart………………………………………………………………… P. 5

D. Our Students

Class Formation…………………………………………………………………………..…. P. 6

E. Our Teachers

Professional qualification of teachers…………………………………………………..….... P. 6

F. Achievements and Reflection on Major Concerns

I. Develop students’ positive learning attitude, enhance their self-study skills and promote

interactions in lessons…………………………………………………………………………P. 7

P. 9

P. 11

I I . Cultivate students’ sense of healthy life………………………………………………………

III. Strengthen middle management and consolidate the culture of self-evaluation……………...

G. Our Learning and Teaching…………………………………………………………….………P. 13

H. Support for Student Development……………………………………………………….……. P. 17

I. Student Performance…………………………………………………………………….………P. 18

J. Evaluation for Government Funding……………………….………………………………… P. 20

K. Financial Report………..……………………………………………………………………… P. 26

L. Feedback on Future Planning………………………………………………………….……… P. 27


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A. Vision & Mission

The vision of the School is as follows:-

to adopt the motto of the Buddha’s spirit of “benevolence and fraternity” and to nurture students’

good characters;

to provide a caring, supportive and stimulating environment which nurtures an all round education

and development of our students;

to develop the full potential of our students that will enable them to become confident and

independent in all aspects of school life;

to prepare our students for their responsibilities as good citizens and develop their awareness of their

role in the community.

The mission of the School is as follows:-

to allow students to have a better understanding of Buddhism through Buddhist studies and related

extra-curricular activities, which help students further explore the Buddha’s spirit of “benevolence

and fraternity”, and facilitate their mental and intellectual developments;

to help students acquire the ability of self discipline and enhance their sense of belonging to the

School;

to encourage students to take part in more extra-curricular activities and create a language rich

environment so that they can enhance their proficiency in Chinese and English and develop their

multiple intelligence;

to keep close touch with parents through activities organized by the Parent Teacher Association and

constant contact between teachers and parents, thus facilitating the School’s development and

enhancing learning efficacy;

to help students acquire knowledge of information technology and develop the ability to apply

information technology so that they are able to meet the needs of society in the twenty-first century.

School Goals

Uphold moral and spiritual values based on Buddhism principles, help students further explore the

Buddha’s spirit of “benevolence and fraternity”;

Provide a holistic education that nurtures the whole person and helps students acquire the ability of

self discipline and enhance their sense of belonging to the School;

Promote multiple- intelligence development to allow students to develop their own individual talents

and a bilingual program that emphasizes both English and Chinese languages and cultures and leads

to fluency in these two languages;

Nurture in each student an open outlook in life, respect for cultural diversity and the beliefs and

values of all people, and a sense of commitment and social responsibility;

Helps students to become flexible thinkers who are able to question existing thinking, adapt and

creatively meet the demands of the future;

Integrate liberal arts, science and technology to allow students to adjust well in a competitive global

society.


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B. Our School

Introduction of our school

Po Kok Primary School is a Buddhist whole-day aided school in Hong Kong. The first Po Kok was

established in Causeway Bay in 1934 by Lady Clara Ho Tung to give opportunity for girls to receive a

free education. The school has been aided in 1949. We are now having 14 classes and the total number

of students are 334. Over 96% of the students are Non-Chinese Speaking students.

School Facilities

In addition to the air-conditioned classrooms of standardized specifications, there is a spacious

air-conditioned school hall, a multi-media learning room, a campus TV, an open playground and a well

stocked library. Other facilities include a music room, an art room, a meeting room, an English room, an

air-conditioned gym and other specially-equipped rooms for different teaching and learning purposes.

School Information

Supervisor/ Chairman of Management Committee Ms YEUNG LAI SHA, LISA

School Head Ms CHUNG LAI KAM, KATHY

School Type Aided Whole Day School

Student Gender Co-education

Sponsoring Body TUNG LIN KOK YUEN

Religion Buddhism

Year of Commencement of Operation 1931

School Motto Benevolence and fraternity

School Size About 3600Sq. M2

Medium of Instruction Chinese & English

C. Management and Organisation

School General Information

School Organisation Our school has set up Incorporated Management Committee to involve

different parties in school management and to enhance learning and

teaching efficiency.

Incorporated Management

Committee / School

Management Committee

Our IMC is composed of 7 members from our sponsoring body, our

principal, 2 parent representatives, 2 teacher representatives and 1

independent member.

Learning and Teaching

Strategies

The school stresses the use of cooperative learning strategies and

eLearning to enhance students' learning abilities and motivation.

Students will also take part in project learning and life-wide learning

activities to help develop their generic skills. Cross curriculum learning

week raises the motivation of learning in school. Teachers always


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carry out diverse activities for students, such as excursions, visits,

group discussions, competitions, games etc, to raise the interest of

learning in class.

Generic Skills Our school focuses on the development of generic skills, creative

thinking and independent learning skills. Through reading workshops,

IT teaching, Project Learning, we provide chances for the students to

develop their talents.

Whole School Approach to

Catering for Students’

Diverse Learning Needs

We adopt small class teaching approach. After school Chinese and

Mathematics remedial classes help cater for individual learning

diversities. We also emphasize on cooperative learning strategies and

co-teaching with NETs. Students with special education needs and new

immigrants will be catered individually during lessons and after school.

Curriculum Tailoring and

Adaptation

The school based Chinese curriculum and Liberal Studies curriculum

are tailor made for our Non-Chinese Speaking students.

Home School Cooperation Po Kok Primary School places great importance to build up a harmonic relationship between parents and school. Parents are cordially invited to join our PTA, parent support group, parent volunteer team, etc. Teachers will maintain close contact with parents to help develop our students’ potential to the utmost. A monthly newsletter in different languages will be distributed to parents to inform them about the latest news at school. Parents will also be given a parent handbook to get them familiarize with the school's curriculum and requirements.

School Development Plan I. Develop students’ positive learning attitude, enhance their self-study skills and promote interactions in lessons

II. Cultivate students’ sense of healthy life III. Strengthen middle management and consolidate the culture of

self-evaluation

Teacher Professional Training

and Development School provides support in teacher professional training and has

launched a program called ‘Geese Program’ to help teachers map their

road of professional development. School promotes classroom

observation and collaborative learning.


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School Administration Chart

Student Learning and Teaching

Curriculum & Assessment

Student Affairs Team

Parent- Teacher

Association

Alumni Association

Curriculum Development

Team

Assessment for Learning Team

Information

Technology Team

Library Team

Chinese Panel

English Panel

Maths Panel

G.S. Panel

V.A. Panel

C.S. Panel

Music Panel

P.E. Panel

PTH Panel

L.S. Panel

Student Support Team

Discipline and Counselling

Team

After School Support Team

Teacher Professional Development

Team

School Management

Team

School Self Evaluation Team

School Supervisor

IncorporatedManagement Committee

School Management

Professional Leadership

School Principal

School Vice-Principal

Learning and Teaching

Management and Organisation

Student Support & School Ethos

Student Performance

Student Support

Partnership Attitude & Behaviour

Participation & Achievement

ECA Team


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D. Our Students

Class Formation for 2016-2017

Primary P.1 P.2 P.3 P.4 P.5 P.6 Total Class 3 3 2 2 2 2 14 Total number of students 74 67 51 46 48 46 334

E. Our teachers Professional qualification of teachers There are thirty teaching staff in total, including our Principal, Vice-Principal, Senior Teachers, Librarian, Social Worker, two NETs and four contract teachers. There are fourteen staffs supporting the office work, including the clerk, teacher assistants, IT support staff, social worker and janitors.

Number of teachers in approved establishment 25 Number of teachers on top of approved establishment 6 Qualification (% of Teaching Staff) Teacher Certificate / Diploma in Education 100% Bachelor Degree 97% Special Education Training 39% Working Experiences (% of Teaching Staff) 0-4 years 23% 5-9 years 33% 10 years or above 43% Our teachers’ development record Principal’s total number of hours of professional development 260 hours No. of hours of professional development per teacher 88.4 hours (Total:2386.5 hours)


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F. Achievements and Reflection on Major Concerns Priority Task 1: Develop students’ positive learning attitude, enhance their self-study skills and promote interactions in lessons. Achievements 1.1 Develop students’ positive learning attitude, e.g. students can hand in homework on time. Having looked at the subject minutes and the result of the school based questionnaires, it could be

concluded that teachers understood the operation of the policy. They could cater for some students who had learning weaknesses through Learning Circle and implement the policy like giving chops every month.

Teachers had developed a routine practice to teach students to finish part of their homework during lessons. Thus, students were able to finish the rest of the homework at home and submit their homework on time. Therefore, according to the results of Homework Star Scheme and the routine evaluation meetings of major subjects, over 70% of students got at least 65% of the Homework Star Chops and earned the title of “Homework Star”. Also, according to the results of the stakeholder survey, ‘I often do my assignments seriously.’ scored 4.8 and the score has increased within these 3 years gradually. Moreover, collected from the results of major subjects’ minutes, over 50% of P.4-6students had neat and tidy work in Penmanship and were awarded with stamp at least once in each term. Most of the students agreed that the policy could further encourage them to finish their homework more seriously and tidily. All these evidence showed that the scheme developed students’good learning attitude gradually.

1.2 Students can enhance their self-study skills to check and reflect on their work progress, e.g. use

self-checklist, bank book. According to the results collected from lesson observations and major subjects’ minutes, over 85%

of teachers used “Traffic Light” to teach students how to make use of checklists to check answers. Having looked at the major subjects’ cooperative learning tasks, over 85% of students used self-checklists to check their work. From teachers’ observation and book checking, over 75% of students could finish the self-checklist. Some of the senior higher achiever students were familiar to use “Traffic Light” system to check the answers and made good use of the self-checklists. Also, according to the major subjects’ academic results, some of the higher achieving students were able to use the learning strategies taught to answer questions. For example, they were able to make use of self-checklists to check answers and reflect on their learning progresses. From the above evidence, it could be seen that the “Traffic Light” system helped students to understand their learning progress.

Moreover, from the records of lesson observations, some of the P.3-6 students grasped the note-taking skills gradually. They could develop good note-taking habit. Also, most of the P.3-6 students could finish preview activities and use them in lessons. It was suggested that through teacher’s guidance, students could further grasp self-learning skills.

1.3 Teachers can make use of interactive teaching strategies, e.g. eLearning, individual whiteboard to

enhance interaction in lessons. According to the results collected from subject minutes, lesson observations, lesson plans and

co-planning, more than 90% of teachers made use of interactive whiteboard to enhance interactions in lessons. Most of the teachers could design interactive activities and had regular practices to save their eLearning resources in the resource bank. According to the lesson observations, students were eager to participate in lessons and thus their learning interests were enhanced.

Moreover, as evident in Chinese and English’s minutes, lesson observations, lesson plans and co-planning, around 80% of teachers could make use of iPads to enhance interactions in lessons. They could get instant responses from students’ individual performance in each exercise and were able to enhance the learning effectiveness and adjust their teaching progress. Some teachers could also make use of the record and catered for some of the students’ learning weaknesses after lessons. Besides, according to other subjects like General Studies, Mathematics, Visual Art’s lesson observations, some of the teachers made use of iPads to enhance interaction in lessons. The chosen apps were related to the learning objectives and they enhanced students’ learning effectiveness. The


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response was that eLearning could promote interactions in lessons and it could also help teachers to cater for students’ learning diversities.

According to the results collected from school based questionnaires, lesson observations, subject minutes, lesson plans and co-planning, over 85% of P.2-5 Maths, GS, Liberal Studies and Putonghuateachers made use of the individual whiteboard to enhance interaction in lessons. Teachers used the individual whiteboard to check the students’ knowledge and gave instant feedbacks to students. Over 85% of students participated actively in the lesson. This showed that individual whiteboard could enhance interactions in lessons. Teachers could take care of students’ learning diversities.

Reflection 1. Develop students’ positive learning attitude, e.g. students can hand in homework on time. Intended outcome fully achieved. Homework Star Scheme could encourage P.1-6 students to submit

their homework on time and developed students’ good learning attitudes gradually. As a result, the scheme will be incorporated as routine work next year.

2. Students can enhance their self-study skills to check and reflect on their work progress, e.g. use

self-checklist, bank book. Intended outcome partly achieved. According to the stakeholder survey, academic results and

minutes of major subject, most of the P.1-3 students and some of the lower achiever students could not grasp the self-learning skills well. In the meantime, from teachers’ observations, some of the P.3-6 students didn’t have motivation to finish their preparation as some of the tasks were not interesting and did not cater for their learning needs. Therefore, there is room for improvement.

3. Teachers can make use of interactive teaching strategies, e.g. eLearning, individual whiteboard to

enhance interaction in lessons. Intended outcome partly achieved. Most of the teachers could make use of interactive whiteboards

and individual whiteboards to enhance interactions in lessons. Thus, all these will be continued as routine work next year. However, according to class observations, some of the new teachers could not grasp eLearning teaching skills well. Moreover, eLearning still has room to further apply to other major subjects. This can reflect that eLearning teaching strategies still have room for refinement.

Feedbacks and follow-up actions: 1. To enhance students’ self-learning skills and learning motivation. According to the results of stakeholder survey, there is room to refine students’ self-learning skills. This

major concern should continue to be a major concern in the next SDP. Subject panels can further refine the self-checklist in their school-based curriculum and lessen the number of point so that KS1 students can be more focused to learn. Besides, based on teachers’ discussion, it was agreed that students’ motivation needs to be enhanced first before working on self-learning skills. In light of that, the structure of the lesson should be reexamined. Teachers can then design more subject-based self-learning materials to develop students’ self-learning skills in stages.

In the meantime, the school will provide support to new teachers to help them grasp the teaching skills of eLearning and extend the use of eLearning to other subjects. Teachers should further make use of eLearning and design more interactive activities in the lessons to raise students’ learning motivation.

2. To refine the school curriculum to match up the new educational trend To further improve students’ reading skills and habits in order to give parents a better understanding of

their child’s reading habits, the school will continue to implement Reading Across the Curriculum activities through interdisciplinary activities.

In line with the new educational trend, General Studies will start to set up a more structural STEM development framework in the coming year. The school will develop an interdisciplinary project learning to enhance students’ self-learning skills in science.

In accordance with The Basic Education Curriculum Guide 2.0, the school should be more concerned with students’ physical and psychological health development. Therefore, after collecting opinions of different stakeholders, the school will revise the timetable in the coming year to promote students to develop a healthy and happy school life.


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Priority Task 2: Cultivate students’ sense of healthy life Achievements

2.1 Students can build up a positive eating and exercising habit The school had successfully applied the ‘EatSmart Accreditation Scheme (ESAS)’ which focused on

the choices of healthy lunch and healthy snacks. According to the results of school-based questionnaire, more than 95% of students agreed that they had brought healthy lunch and healthy snacks. The school had held a seminar to all parents in November and the seminar was about ‘How to have regular exercise’. From the parents’ questionnaire, most of them agreed that the seminar was useful and they would try to follow the tips. According to students’ BMI, 26 students’ BMI were 24, which indicated that they were overweighed. With the cooperation with PE Panel, a fitness training programme before class teacher periods for those overweighed students was launched. After the implementation of the scheme for one year, 17 students had shown improvement in BMI and teachers had given them a stamp in the Po Kok Super Star Award Scheme to recognise their success. We had also conducted an interview with the students, they agreed that the fitness trainings could teach them the correct way of doing exercise so as to build up a healthy life habit. According to the monthly healthy snack checking, there were less than 10 students who had brought unhealthy snacks in the whole year. Those who had brought healthy snacks, they were given a stamp in the Po Kok Super Star Award Scheme as a reward.

We had invited the Department of Health and Food and Environmental Hygiene to provide different seminars in promoting healthy eating and exercising habits.

Through the coordination with Curriculum Development Team, different strategies were adopted by different subjects to achieve the target. For Chinese, Chinese ambassadors and Chinese teachers would teach all students the correct ways of doing exercise or eating healthily during recess activity or via Campus TV programmes. For English, NET teachers had conducted recess activities with selected students of each level to share some healthy snacks, some videos, stories or poems about healthy eating and healthy lifestyle with students. For Visual Arts, students were advised to design a desk picture related to healthy living habit. More than 97% students agreed that it could raise their awareness of healthy eating and exercising habit. Besides, students had finished the comics drawing activity in the theme-based learning week. For Computer Studies, computer eye exercise was introduced to all students to learn tips to protect their eyes. More than 95% of students agreed that they eye exercise was useful and helpful. For Music, lyrics writing competition was introduced and used to arouse the awareness of eating healthily through singing. More than 95% students agreed that it could help building up a healthy eating and exercising habit. For Physical Education, fitness training programme during class teacher period was introduced and healthy log books were given to those who were over-weighted students to monitor their daily exercise and diet. Running zone and hula-hoop zone were opened during recess so as to arouse their interests in doing exercise. Discipline and Counselling Team launched the ‘Po Kok Super Star’ as a rewarding scheme. A school-wide incentive programme, ‘Po Kok Super Star Award Scheme’ was carried out to help students build up healthy life habits in different aspects. More than 95% of students agreed that the programme could help them build up healthy life habits in different aspects. According to the monthly healthy snack checking, more than 95% students brought healthy snacks to school. Green Monday Campaign had been implemented and students were only given the choices of choosing vegetarian lunch.

2.2 Students have a positive attitude towards healthy life, can respect and care about others For English, P.5 and P.6 students took turn to bring a teddy bear home and write a log about how to

get along and respect others. According to the student’s questionnaire, it raised their awareness of the importance of healthy living and respecting others.

We were awarded as the ‘Caring School’ this year. Discipline and Counselling Team introduced the Assembly and Personal Growth and Development

Education which included different talks about respect and care. From the students’ questionnaire, more than 95% of students agreed that it cultivated the positive attitudes and values towards respecting and caring others. Classroom based management policies (IE approach) and classroom decoration were introduced so as to cultivate respect and care.


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Students Support Team had implemented the Sunshine Programme for all P.1 students. Every teacher was assigned to take care of two or three P.1 students throughout the year. From the interview of P.1 students, students agreed that it could help them to get used to the primary school life easier and they would like to say ‘thank you’ to their sunshine teachers. 78% of P.1 students had shown improvement in academic results when comparing with T1A1 and T2A2. A well-orgranised Big Brothers Big Sisters also implemented. Senior students were assigned to take care of junior students during lunch, recess or homework class period. From the students’ questionnaires, more than 95% students agreed that this scheme could help them to show respect and care towards each other.

Reflections Major concern 2 was partly achieved. For the target of building up a healthy eating and exercising habit, it was partly achieved. This was a good start. However, according to the information provided by the Department of Health, the number of overweighed students was still serious. There was still room for improvement in the BMI (in 2017-2018, we will follow the Department of Health and change to use the ‘Weight for Height Charts’ as an instrument for evaluating by the height of a child to see whether his or her weight is normally proportioned). Besides, according to the parents’ questionnaires, parents reported that students did not do enough exercise. There is still room for improvement in the awareness of positive exercising habits. Besides, we had to continue monitoring the lunch from the lunch company and report to the Department of Health. The target of respect and care was fully achieved. The school has used the notion of ‘Po Kok Family, Racial Harmony’ to promote racial harmony and mutual respect at school. The school has also implemented ‘Invitational Education’ and ‘Class Based Management’ to enhance the bounding among students, teachers and school. According to the APASO, ‘care for others’ and ‘praise’ scored over 3.60 in all questions. Besides, Q.28, Q.30 and Q.32 which were about care school’s property and family scored more than 3.80. According to the results of the stakeholder survey, ‘Teachers care about me’ and ‘I like my school’ scored 4.9.

Feedback and follow-up actions: For eating and exercising habit, the school would continue joining the EatSmart Accreditation Scheme

and provide healthy lunch for students. Besides, the school would have the seminars about healthy eating which were organized by the Department of Health. More sports recess activities would be provided for students during recess. More sports ECAs should be given to students.

According to the results of APASO, the marks in ‘commitment’ were relatively lower when comparing with other criteria. The school would have a series of different training programmes for the students so as to cultivate the sense of responsibility.

According to the stakeholders’ survey from parents, the school would provide a leadership programme for students to build up their responsibility and to be more aware of the significance of commitment and leadership through serving at school and in the community.


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Priority Task 3: Strengthen middle management and consolidate the culture of self-evaluation Achievements 3.1 Middle managers have a clear understanding of their roles and they have common vision for school

development. The Teacher Professional Development Team had focused on this major concern as the team had

helped middle managers to build up shared visions and to help them understand their roles. In this year, the team had done 3 workshops to help middle managers understand the school management framework and build up shared visions. The speakers of the workshops were the principal and the senior management of the school who provided insights and experience sharing for all the new middle managers. The team had also organized 14 lunch gatherings for internal professional sharing. New middle managements had lunch with senior management team and discussed about their challenges and ways to solve the problems. The team would like to enhance the effectiveness of building up shared visions in a more relaxed manner. The team had also implemented a school based-mentorship program which allowed the new middle managers seek help from their mentors. The mentors had to act as advisors and did appraisals for their mentees regularly. Mentees had to reflect on their work and seek ways to improve. This appraisal system helped the new managers to reflect on their own and to understand their strengths and weaknesses. The team had also provided information on external training to help middle managers understand their roles. According to the questionnaire of the teachers, 100% teachers agreed or strongly agreed that after the workshops and the supporting program (lunch meetings, learning circles, mentorship program), they had better understanding of the school self-evaluation system and hence, have a better understanding of their roles.

This year, we had done some internal workshops for our middle managers. The Curriculum Development Team had provided a curriculum workshop for middle managers so that they understood more about our school’s curriculum policy and their roles in leading their subjects. The assessment for Learning Team had hold a workshop for middle managers and briefly introduced the policy of Assessment for Learning. Hence, the middle managers had a better understanding of their roles and strengthen their leading abilities by knowing what to do in their meetings. Teachers’ questionnaire results showed that 100% of teachers agreed the workshops could help them to understand their roles.

For the appraisal system, the new middle managers had to participate in the geese program. In the geese program, the middle managers had to do a self-reflection questionnaire and find out their strengths and weaknesses. Moreover, their mentors will give them a New Middle Managers Work Performance Reflection Form twice a year to reflect on their work.

3.2 Middle managers have strengthened their sense of self evaluation. Hence, they have better planning, coordinating and monitoring abilities to enhance school effectiveness.

The School Self Evaluation Team had organized a middle management PIE Training program to help enhance the sense of PIE in middle management for the middle managers, so that they could use the evaluation findings to feedback on planning and to enhance their work efficiency. a. School self-assessment workshops

Two workshops were done. The first one focused on how to write up plans and was done on 9th September 2016. The workshop was about how to set up targets in the annual plan using the evaluation done last year. According to the teachers’ questionnaire, 100% teachers agreed that after the workshop, they had better understanding on setting up targets in the annual plan and learned more about the school self-evaluation system. The second workshop focused on how to write up reports and was done on 2nd March 2017. According to the teachers’ questionnaire, 100% teachers agreed that after the workshop, they had better understanding on how to write up their annual reports.

b. Training on how to use evaluation data during meetings It was conducted by the IT Team on 2nd March. The workshop was about collection of data and how to use evaluation data to reflect the progress of work. Mr. Yip had taught the middle managers how to make use of online resources to create online questionnaire. Middle managers who have less than 5 years of administration experiences attended the meeting. According to the questionnaire of the teachers, 100% teachers agreed that the workshop had helped them learn more


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about SSE and had increased their understanding of gathering data for evaluation. c. Regular work progress reports from middle managers

The domain heads reported that the team leaders and panel heads had been reporting about their progress of work after each meeting (about 6 times a year). Some of the domain heads had joined the teams’ and panels’ meeting to get a full picture of their evaluations. A Year-End Performance Indicators Reflection Form was given to the team leaders and panel heads to review their work.

Reflections Major concern 3 target 1 was fully achieved. According to the stakeholders’ survey, the teachers were satisfied with the leadership of the middle managements. The score for middle management was around 4.6 and had indicated the effectiveness of the leadership. According to the results of the teachers’ questionnaire, the teachers’ interviews and the discussions done during the evaluation meeting by middle managers, the middle management training program was effective and the amount of support provided was quite sufficient. There were numbers of workshops throughout the year to help middle managers build up their shared visions. Major concern 3 target 2 was partially achieved. There were total 12 workshops in these 3 years that mainly catered for the middle managers to consolidate the culture of self-evaluation. The mentorship program was useful to support the middle managers. There were workshops internally and externally and the middle managers had chances to reflect on their work on a regular basis. According to the result of the teachers’ questionnaire, 100% middle managers agreed that after the training programs, they have a more clear understanding of their roles and they have developed common vision for school development and they had a better understanding of the school PIE system.

Feedback and follow-up actions: The school believed that the program was sufficient and efficient. Although most of the middle

managers agreed that they have strengthened their sense of self evaluation through the program, the new middle managers are relatively green and inexperienced. As suggested by our fellow colleagues during the staff evaluation meeting, they needed more time and support to refine their planning, coordinating and monitoring abilities. It was suggested that the school should carry on the program and continue to assist them in monitoring and supervising the teams and panels.


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G. Our Learning and Teaching Reading to Learn The Library Team and other Key Learning Areas had collaborated in promoting reading across the

curriculum in the school. In order to enhance NCS students’ Chinese culture knowledge and promote harmonious atmosphere, the school had hold various festival celebration activities. Related subjects had designed some reading materials for students. From students’ work and major subject minutes, it could be concluded that students had gradually established reading skills. To further enhance students’ reading skill and cultivate good reading habits, the school will add more reading elements through interdisciplinary activities.

In order to nurture good reading habits in students, the Library Team carried out a series of diversified reading activities such as Morning Reading Session, Monthly Book Report, Home Reading Scheme, etc. From daily observations, it could be concluded that we had already established a rich reading atmosphere in our school.

Chinese and English also had their subject-based reading activities to nurture reading habits. Chinese had developed a structural reading teaching framework and was also conducted in Key Stage II Chinese lessons. From students’ work and academic results, some of the students could make use of the reading skills. Also, our school had launched the “Chinese Companion Reading Scheme” with St Paul’s Convent School to encourage students in reading more Chinese books. All these had contributed to a good Chinese reading atmosphere. On the other hand, Chinese teachers joined EDB School–based Professional Supporting Program with HKU NCS Supporting Department. We had developed P.1 school-based picture book reading teaching materials and teaching skills. From the lesson observation and students’ work, it could be seen that the program could promote students to develop reading interest.

PLPRW provided intensive reading opportunities and writing practices for P1 to P3 students. “READING ASSESSMENT KIT” was used to evaluate students’ reading levels. Having obtained students’ individual reading levels, teachers could then prepare suitable books and classroom activities for learning diversity.

Project Learning Project learning of P.1-4 with different themes were carried out in different levels towards the end of the

first term. Based on students’ work, observation and questionnaire results, students demonstrated the use of cooperative skills, communication skills and IT skills. Students in general enjoyed the activities and showed a better understanding of peer assessment.

Project learning for P.5-6 used mBot to arouse students’ interests in the scientific field. Students had to assemble different parts of mBot to make robot cars. Afterwards, students had to set up some coding programme so as to remote control the mBot. Besides, students had a chance to know about different sensors such as the distance resistance sensor, sound sensor and light sensor. Students finally had to finish the task which was set up by teachers under the time limit. Students showed interests in learning the mBot and we would continue in the next academic year.

Moral and Civil Education Liberal Studies played an important role in the development of Moral and Civil Education. In our

school-based Liberal Studies curriculum, a module about moral education could be found. Students were required to learn the importance of positive moral values from Buddhist stories and social issues. Students were taught to differentiate between right and wrong with critical thinking skills.

The school made use of assemblies, personal growth lessons and extra-curricular activities to increase students’ awareness in moral and civil education. Activities like “Dress Casual Day” and “National Day Celebration” were also held to develop caring attitudes towards the society and people of different racial backgrounds.

Our school actively cooperated with external organisations to provide talks and visits for students to enhance their moral awareness. For instance, the school invited a famous speaker to give a speech so as to arouse the importance of learning Chinese, understanding different cultures and also developing


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positive attitudes. Fifty-four P.4 to P.6 students participated in the Understanding Adolescent Project this year. Students

learnt and developed their interpersonal communication skills while doing volunteer work. From the students' performance, it was shown that they actively engaged in the events and displayed good moral character.

The Use of Information Technology This year, the school continued to develop the use of electronic devices in teaching in order to enhance

classroom teaching and learning interactions. P.1 to P.3 continued to develop their Chinese E-learning Scheme. From lesson observations and students’ academic results, we found that some of the students had enhanced their Chinese reading skills. Most of the Students had learnt how to write Chinese using strokes in a correct order with the help of the apps. However, there still has a room to improve e-learning teaching skills.

Our P3 to P6 classes used the interactive platform “iLesson” in their English lessons. The contents in iLesson corresponded with the language targets students had learnt in their textbook. Students engaged in different interesting and exciting games which required them to use the language items learnt. Teachers could also get instant feedback on students’ individual performance and share with their classes.

As seen from lesson observations, most teachers made use of interactive whiteboards to aid teaching and enhance the effectiveness of teaching and learning. Moreover, this year, Po Kok Campus TV produced various programs. Some of the programs were related to “Flipped Classroom”. Students were asked to watch the videos before lessons and learn in advance. According to the observations and subjects’ minutes, some of the programs could enhance students’ learning motivation and knowledge. However, there is still room to improve teachers’ teaching skills. The school will further develop the existing E-learning Scheme and provide more workshops to support teachers’ teaching needs.

Effectiveness of teaching and learning To cater for the learning diversity School based curriculum All subjects continued to optimize and refine the school based curriculum. Chinese school based

curriculum materials include Textbooks, Workbook, Use of Chinese Language Exercises, My Learning Journey, Penmanship, Dictation, Textbook CDs and Bank Books. All these contributed to a comprehensive curriculum which provided students with diversified Chinese learning experiences.

In English we continued to make use of Task Based Learning to develop students’ reading, writing, listening and speaking abilities. “PLPRW” was also used in KS1 to strengthen students’ reading and writing proficiency. EEGS booklets were used to reinforce students’ reading and writing abilities.

In order to raise students’ learning motivation and take good care of learner diversity, Mathematics made use of “Math Made Easy” to link learning content with interesting themes. General Studies had designed school-based “My Learning Booklets” to encourage current news reading and self-learning. This led to a higher understanding on social issues and self-learning at home.

In Liberal Studies we had designed a school based curriculum integrating World Studies and Moral Education. By studying the two modules, we hoped students could broaden their horizons and establish good morals values.

Furthermore, Library Studies and Computer Studies also designed a school-based curriculum in order to cater for students’ learning needs and arouse their learning interest.

Self-study skills in students Bank book, Preview activity, Self-Checklist, Bonus Dictation Bank books were used in P2 to P6’s Chinese, English, Mathematics and General Studies to encourage

the habit of note-taking in students. Judging from observations and students’ performance, some of the higher achievers of KSI could develop a good habit of note-taking.

This year, according to the Curriculum Development Team teaching policy, teachers need to revise their


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preview tasks through collaboration lessons. Judging from observations and students’ learning outcome, most of the lessons were made use of preview tasks. The tasks were quite interesting and could relate to the lessons. This encouraged self-learning at home and thus increased learning efficiency in lessons. However, teachers still has room to enhance their teaching skills next year.

Teachers had continued to use the “Traffic Light” system to teach students how to make use of checklists. According to class observations, book checking and academic results, most of the KSII students know how to use the checklists and some of the students could apply their self-study skills in the exam. However, KSI students and some of the lower ability students still have room to strengthen their self-study skills.

Bonus Dictation was still included in English and Chinese dictation. Judging from observations and students’ performance, students were able to gain high bonus marks in English bonus dictation. Students were in general improving in Chinese bonus dictation.

Teaching Policy Promote interaction in lessons The school continued to develop the use of electronic devices in teaching in order to enhance classroom teaching and learning interactions. P.1 to P.3 continued to develop Chinese E-learning Scheme. P.3 to P.6 classes used the interactive platform “iLesson” in their English lessons. On the other hand, P.2-6 Mathematics and General Studies lessons had implemented the individual whiteboard to enhance classroom interactions and learning interests. From the results of observations and questionnaires, we found that students enhanced learning interests through the tools mentioned. Moreover, teachers could also get instant feedback on students’ individual performance in each exercise. Therefore, the activities will be continued next year. Cooperative learning The school had been optimizing cooperative learning practices in order to develop students’ generic skills. Students were trained to finish tasks cooperatively and did presentation. The presence of both peer assessment and teacher assessment greatly improved. Questioning techniques Teachers shared their questioning skills in the regular subjects’ meeting. From the results of observations and record of co-planning, teachers could ask questions of different levels in lessons. This could encourage more thinking in students so as to increase learning efficiency. Chinese small group teaching In order to cater for the NCS students’ Chinese learning abilities, the school was continued to divide three groups in P.4-6 according to their Chinese learning abilities. Teachers could use different teaching strategies and teaching materials so that every NCS students could enhance their Chinese learning interests and learning confident. From the academic results, some of the students was improved gradually especially their Chinese learning confident. To further develop the nine generic skills Quality Assignment Scheme In order to raise learning effectiveness, teachers were required to include self-assessment and peer assessment in their quality assignments. By learning how to give constructive comments, students could develop their critical thinking skills. Other learning experiences Students gradually developed different generic skills by completing online learning, project learning and other subject-based activities. In order to develop students’ positive learning attitude and self-management skills, our school

continued to launch the “Homework Star Scheme” this year. Judging from the results, most of the P.1-6 students earned the title “Homework Star”. They submitted homework on time. Moreover, major subjects had set up a “Nice handwriting” award scheme, most of the P.4-6 students could get the chops at least once. Students agreed that the policy could further encourage them to finish their homework more seriously and tidy. The Homework Star Scheme will be incorporated as routine work next year.


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To enhance students’ Chinese listening and speaking abilities Write up “Chinese Enhancement Policy” In order to enhance students’ Chinese listening and speaking abilities, our school had hold whole-school activities. Besides Chinese, some General Studies’ units and minor subjects employed Chinese teaching materials and they were taught in Chinese. Summer bridging courses were organized for students. Students had learned more about Chinese culture

and they made improvements in Chinese. Life-Wide Learning This year, parents, teachers and students from primary schools in Africa visited our school for a cultural

exchange on 10th Jan 2017. Our student ambassadors introduced their cultures to them. From the exchange program, students learnt more about Chinese culture and became more confident in their individuality.

Moreover, the school continued to organize various excursions, social service activities etc. All the activities helped students to develop The Five Essential Learning Experiences.

Community Youth Club members have joined lots of volunteer activities this year such as flag raising, visiting elderly centres, visiting kindergartens, planting, designing peaceful posters and raising money for the Community Chest. Students performed magic tricks, played games and sang songs to the elderly and kindergarten students. To summarize what they have learnt from the activities, they have designed a project to introduce their activities. From the activities, students have learnt the skill of promoting love and care to people in need. They won the bronze award by conducting the project.

Selected students have joined Junior Police Call and they joined a drama competition held by HSBC to promote anti-crime messages. Our school cooperated with St Paul's Convent School and they have organized workshops for our students to enhance their awareness about cybercrimes. Students visited the Police Stadium and Correctional Services Department. Students take part in a summer camp and anti-drug activities to raise their awareness on the harmful effects of drug abuse.

This year, in order to strengthen students’ awareness of healthy eating and exercising, Curriculum Development Team had arranged a theme-based learning week in January. Different subjects had designed activities related to the theme “Healthy Elites”. Major subjects had added some thinking skills in order to develop students’ good self-learning skills. From observation and students’ work, students in general had a good understanding of how to choose appropriate snacks or food in every meal and built a habit of doing exercise every day. They could also learn some thinking skills through intensive activities.

On the other hand, P3 students participated in the interdisciplinary activities- "Healthy Living" in April. While General Studies was the main focus, English, Visual Arts and Computer Studies also joined the program and taught some related knowledge. Students had the activity of making the ‘Traffic Light Sandwich’ in the hall. Students had the preview worksheets before the activity so as to arouse their awareness of responsibility and prepared for the activity. Each student was responsible for bringing one healthy food for their group. Besides, students were asked to design a slogan for their designed sandwich. Flow charts were taught in the worksheet so as to stimulate their higher order thinking skills. During the activity, each group had the chance to present and share their design. Students were asked to have self-assessment and peer-assessment during the activity. According to the teachers’ observation and feedback from parents, students enjoyed and were familiar with the use of a flow chart. The school will continue to improve and implement the activity in the coming year.

Diversified modes of Assessment Assessment for learning (Formative assessment) P.1 to P.4 students had included dictation scores in their assessment and examination results. Teachers

kept track of students’ performances in writing, speaking and listening. Students’ project learning scores in Mathematics were counted as 10% of the total examination scores.

In General Studies we further developed our formative assessment programme. 10% of P.1 to P.6 students’ project learning scores were counted as the total examination scores. This encouraged students


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to improve their learning. Teacher kept track on students’ learning progress by lessons observations and homework marking. This could also help modify the design of lesson and identify students’ directions of improvement.

Using learning portfolios to inform students’ learning progress. This year, P.1 to P.6 Chinese, English, and Mathematics and General Studies teachers filled in students’ learning portfolio on each term to provide a detailed overview of students’ learning effectiveness. Teachers also offered students ways of improvements. With the continued refinement of the portfolios, our stakeholders agreed that this could improve students’ learning and strengthen the communication between parents and teachers. Quality Assignment Scheme In order to raise learning effectiveness, teachers were required to include self-assessment, peer assessment and parent assessment in the design of quality assignments. Parents and teachers understood more about students’ learning progress and gave appropriate follow-up activities. Assessment as learning (Formative assessment) P.5-P.6 My Learning Plan This year in P5 to P6’s Chinese, English and Mathematics, subject teachers continued to attach My Learning Plan in the school-based booklets. Subject teachers were expected to complete individual learning plans with students and suggested ways to improve at the beginning of each term. Judging from observations and students’ performance, students acquired the learning skills to help them overcame their learning weaknesses. Teaching Policy In lesson observations, teachers must set the learning goals with students at the beginning of the lessons and evaluate learning outcomes at the end. Some of the higher ability students could reflect on their learning progresses and give some constructive comments to their classmates. This was an effective way to help students develop self-evaluation skills and self-reflection habits. Module Assessment Chinese had started to develop a well-rounded module assessment tool in P.3-6. For each assessment, teachers would guide students to do the Module Assessment Self- evaluation. Students needed to reflect on their learning progresses and set suitable learning goals. They would evaluate from time to time on a regular basis. As reflected in observations and students’ learning outcomes, this was a good way to develop students’ self-evaluation skills and tackle their learning difficulties. Assessment of learning (Summative assessment) There were 4 summative assessments all year round. In each term there were 1 assessment and 1

examination. H. Support for Student Development Implementation of Integrated Education - Whole School Approach Under the leadership of our school principal, the school established a school integration policy which

involved the participation of all four domains. Besides, through the coordination of Student Support Team (SST), we had adopted different intervention strategies and activities to create an inclusive environment and successfully mobilize school personnel to support students with special educational needs (SEN).

The domain of Management and Organisation scheduled regular meetings of SST to discuss and

evaluate about the intervention programmes and activities held for students with SEN. Besides, it arranged a series of workshops for new teaching staff before the start of the academic year in order to provide them with thorough understanding of our students and concerns. Besides, workshops for all teaching staff and non-teaching staff were given to all staff for the understanding of our students and concerns. A ‘Geese programme’ was also introduced to promote teachers’ professional development in the field of supporting students with SEN. Two teachers had attended the basic course of the specific educational needs on integrated education. A register of students with SEN was kept and provided for


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all teaching staff and regular reports were announced during staff meetings in order to let school personnel had the most updated information of students with SEN.

The Learning and Teaching domain promoted the use of different teaching and learning strategies to

cater for the needs of all students. Teachers were suggested to carry out collaborative teaching, co-operative learning, better teaching and learning scheme, different questioning techniques and independent learning ‘Bank Book’ to train students’ study skills and habit in order to cater for different learning styles. Based on the needs of students, Individualized Education Plans were drawn up. Curriculum was adapted according to the ability of students and a variety of assessment methods were employed for students to demonstrate their ability. Learning circle was implemented to provide extra support to the students who could not submit on time or with learning difficulties.

The domain of Students Support and School Ethos organized peer support programmes like

‘Big-Brother-Big-Sister’ scheme and reading companion scheme to facilitate learning and social integration of students and cultivate a caring school culture. Student ambassadors and peer tutors were trained up with the help school-based educational psychologist to help students with SEN as well. Secondly, parents were invited to participate in the Individualized Education Planning (IEP) Committee to establish and review the learning goals and progress of the students in Tier-3. Through the activities of the Parent Teacher Association, acceptance of the students with special educational needs by other parents was enhanced. Moreover, according to students’ different learning needs, autism training group, dyslexia training group, speech therapy training, arts therapy, drama education, attentiveness interest group and multi intelligence group were arranged. For identifying the SEN of new students, teachers were reminded to observe new students for the signs of learning difficulties and the third domain processed the early identification and intervention programme to provide support to target students. We had successfully applied for the ESAS in the last year and we would continue the monitoring of students’ lunch and snacks.

The domain of Student Performance aimed to develop students’ potential other than academic

performance through providing a variety of ECAs and students were recommended to participate in different competitions. It enhanced students’ learning motivation and confidence successfully.

I. Student Performance Attitudes and affection Questionnaire results of the Assessment Program for Affective & Social Outcomes (APASO) showed

that the average score of our students was higher than the Hong Kong norm in all items. Discipline and Counseling Team’s theme ‘Po Kok Family, Racial Harmony’ and the use of invitational education helped students to develop mutual respect and enhance their attitude of “caring for others”. The activities organized by the DC Team were effective. However, students rated relatively low 3.55, in commitment in the APASO. Based on the stakeholder survey, it could be seen that both parents and students thought there was still room of improvement in self-discipline in students. They rated 4.2 in this part.

The DC Team had conducted different activities this year. Different inter-class competitions had developed students’ team spirit and sense of belongings. Besides, through the Outstanding Student Award Scheme, Homework Star Scheme, Po Kok Super Star Scheme and Best Attendance Award, we developed students’ good virtues. Moreover, we had organized different assemblies and through the lessons of personal development growth, we nurtured students’ positive values so as to cultivate them to have good moral.

Next year, Homework Star Scheme would be continued as routine work. We would refine the Po Kok Super Star Scheme to encourage student to have an all-rounded development. Besides, we will arrange some suitable assemblies for students in developing commitment and responsibility and join the caring school award scheme in the next academic year. Meanwhile, more assemblies and activities for students would be organised to develop students’ sense of self-discipline, commitment, responsibility and respecting others.


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Participation and achievements Throughout the year our students have actively participated in different public competitions in the

community, examples include Speech Festival, Inter-school Dance Festival, Music Festival, Inter-school Athletics Competition and Inter-school Basketball Competition. 218 students have participated in competition or won awards, which implies a participation rate of 66% among our students.

In the academic field, our students have various outstanding achievements. Our students have proudly got 71 awards in this year’s Speech Festival, which included a group Champion, a group 1st Runner-up and a group 2nd Runner-up, one individual Champion, four individual 2nd Runner-up, 59 Certificates of Merit and 4 Certificates of Proficiency. Students also have significant achievements in the University of New South Wales International Competitions and Assessments for School.

In recognition of our students’ academic results, some students have got awards in the Harmony Scholarship (2016-2017) and Wan Chai District Best Student Award Scheme 2016-2017. As recognition of students’ participations in community services, students have been awarded in the Theme Activities Competition of Community Youth Club 2016-2017, the Best Community Youth Club Member Certificate 2016-2017, the Primary Level Intermediate Badge Certificate of Community Youth Club 2016-2017 and the Social Welfare Department Volunteer Service 2016-2017.

In terms of artistic development, 80 students have got awards for their outstanding achievements. Prizes awarded included Distinction Award in School Dance Festival Senior Group and Grade A Award in Junior Group of Oriental Dance Competition, Gold Award in Schools Speech Choir Showcase 2016-2017, Merit Award in the Buddhist Primary Schools Singing Competition 2016-2017 and Certificates of Merit in Recorder Solo of Music Festival.

In the sports field, students have also got outstanding achievements. Awards won by students included the A.S. Watson Group Hong Kong Student Sports Award 2016-2017, 2nd Runner-up in Floor Curling Competition and 2nd Runner-up in Wong Fung Ling College Inter-school Basketball Competition.


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J. Evaluation for Government Funding 1. Evaluation for ‘Capacity Enhancement Grant’

Target Strategies Time Scale Actual Expenditure Achievement Evaluation Organize the administration files in a proper manner and to create teaching aids for teaching NCS students.

To employ 2 part time teaching assistants to assist in the daily routines and help making teaching aids and do varies translation jobs.

9/2016- 8/2017

A sum of $89,827.50 was used to cover the salary and MPF of 2 part time teaching assistants from 01/09/2016-31/08/2017.

We have employed 2 part time teaching assistants and they were able to create space for all other teachers to refine their teaching and design school based curriculum.

It was suggested to continue employ 1 teaching assistant to assist the administrative work in order to create space for teachers.

Relieving teachers’ workload for curriculum development

To employ 2 janitors to assist in the daily routines, for example cleaning and photocopying.

9/2016- 8/2017

A sum of $233,260 was used to cover the salary and MPF of 1 full time and 1part time janitors from 01/09/20165-31/08/2017.

Two janitors were employed to assist in the daily routines, for example cleaning and photocopying. According to the teachers’ questionnaire, 100% teachers agree that the janitors had assist in the daily routines and help lessen the workload of the teachers.

It was suggested to continue employing two janitors to assist in the daily routines, for example cleaning and photocopying, in order to create space for all teachers.

2. Evaluation for ‘Composite IT Grant’ (including e-Learning Resources Grant)

Target Strategies Time Scale Actual Expenditure Achievement Evaluation Support teachers’ teaching with Information Technology.

Employ a TSS to support the IT system and help solve IT problems encountered.

9/2016- 8/2017

A sum of $199,647 was used to cover the salary and MPF of 1 TSS from 01/09/2016 -31/08/2017.

TSS had supported the teachers with the use of IT.

It was suggested to continue employ a TSS to support the teachers with the use of IT.

Support teachers’ teaching with Information Technology.

To purchase consumables, IT equipment and online services.

9/2016- 8/2017

A sum of $79,066.80 was used to purchase consumables, IT equipment and online services.

New hardware included monitors, visualizers, projectors and E-whiteboards had purchased. Most of the teachers were satisfied with the IT facilities in the school.

It was suggested to continue to purchase consumables, IT equipment and online services to support IT learning and teaching.


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3. Evaluation for ‘New Funding Mode Learning Support Grant’ (including Enhanced Speech Therapy Grant)

Target Strategies Time Scale Actual Expenditure Achievement Evaluation To expand the number of teaching assistants in order to provide extra support for SEN students.

To employ three teaching assistants.

9/2016 – 8/2017

A sum of $569,642.85 was used to cover the salary and MPF of three teaching assistants from 9/2016-8/2017.

The teaching assistants were helpful at filing work and leading different activities for SEN students.

The teaching assistant should be employed to continue providing support for the students.

To provide extra support for SEN students.

To employ one teacher.

9/2016 – 8/2017

A sum of $354,564 will be used to cover the salary and MPF of one teacher from 9/2016 to 8/2017.

The teacher will be assessed by the school appraisal system.

The teacher had been assessed and was responsible for providing extra support. The teacher should be employed continuously to provide extra support for SEN students.

To provide different training programmes for SEN students to help them learn effectively in normal school.

Suitable training programmes will be provided by service providers. Learning packages and teaching aids will be purchased.

9/2016 – 8/2017

A sum of $280,875.55 will be used to purchase different training services and learning aids. (dyslexia training programme $28,120, autism training programme $29,600, arts therapy $37,458.7, attentiveness training $29,026.7, drama education $44,485.35, homework class $0, speech therapy $72,000-ESTG, teaching materials $12,024.1-ESTG and teaching kits $28,160.7)

According to different learning needs, different training programmes were arranged for SEN students. Parents and officers from EDB both showed appreciation about the school’s arrangement.

Different training programmes should be provided continuously for SEN students to cater for their learning difficulties.

To strengthen students’ study standard in the subject of Chinese, English and Maths.

To employ one teacher to give the top 10 students of each level extra lesson in Chinese, English and Maths.

9/2016- 8/2017

A sum of $13,720 was used to help students joining different activities to develop their multi-talents.

From the academic results, students could develop self-confidence and the programme was very effective.

The programme should be continued in the next academic year.

4. Evaluation for ‘School Based After-School Learning and Support (SALS)

Target Strategies Time Scale Actual Expenditure Achievement Evaluation After school homework class

To enhance students’ study in all subjects.

Students can enhance their subject knowledge.

A sum of $ 25,110.00 was used from 01/09/2016-31/08/2017 to operate after school homework class to enhance students’ study in all subjects.

Over 80% of the participants agreed that the class was useful and could enhance their subject knowledge. For the subject of English, teachers taught students in small groups in Learning

The programme was effective and should be merged into the curriculum in order to benefit more students.


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Circle during recess or after school. Teachers reported that this was more effective as a small group teaching.

Cooking Class (Materials)

To cultivate students’ self-confidence and social skill.

Over 80% of the participants participate the class actively and enhance their self-confidence.

A sum of $4,850.00 was used from 01/09/2016-31/08/2017 to operate cooking class to cultivate students’ self-confidence and social skill.

Over 80% of the participants participated the class actively and enhanced their self-confidence.

The programme should be continued in the next academic year.

#Target students: CSSA recipients, SFAS full-grant recipients and under school’s discretionary quota A. Project Effectiveness In general, how would you rate the achievements of the activities conducted to the benefitted target students:

Please put a “” against the most appropriate box. Improved No

Change Declining

Not ApplicableSignificant Moderate Slight

Learning Effectiveness

a) Students’ motivation for learning √

b) Students’ study skills √

c) Students’ academic achievement √

d) Students’ learning experience outside classroom √

e) Your overall view on students’ learning effectiveness √

Personal and Social Development

f) Students’ self-esteem √

g) Students’ self-management skills √

h) Students’ social skills √

i) Students’ interpersonal skills √

j) Students’ cooperativeness with others √

k) Students’ attitudes toward schooling √

l) Students’ outlook on life √

m) Your overall view on students’ personal and social

development √

Community Involvement

n) Students’ participation in extracurricular and voluntary

activities √

o) Students’ sense of belonging √

p) Students’ understanding on the community √

q) Your overall view on students’ community involvement √


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B. Problems/difficulties encountered when implementing the project (You may tick more than one box)

√ unable to identify the target students (i.e., students receiving CSSA, SFAS full grant);

√ difficult to decide on the 10% discretionary quota;

√ target students unwilling to join the programmes;

the quality of service provided by partner/service provider not satisfactory;

tutors inexperienced and student management skills unsatisfactory;

the amount of administrative work leads to apparent increase on teachers’ workload;

complicated to fulfill the requirements for handling funds disbursed by EDB;

the reporting requirements too complicated and time-consuming;

Others (Please specify):


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5. Evaluation for ‘Enhanced Additional Funding - Support for NCS students’ Target Strategies Time

Scale Actual

Expenditure Achievement Evaluation

To support the learning and personal development of NCS students

To employ 3 teachers to assist in organising activities and support the learning of NCS students.

9/2016- 8/2017

A sum of $1,029,546 was used to cover the salary and MPF of 3 teachers from 01/09/2016-31/08/2017.

We had employed 3 teachers to help support the learning and teaching of NCS students.

It was suggested to employ 2 teachers and 2 teaching assistants to assist in organising activities and support the learning of NCS next year.

To deliver our school based curriculum and programs so as to help improve the learning and teaching of NCS students.

Organize different activities and develop our school based curriculum for NCS students to support their learning. Support NCS students by designing different school based curricula which aims at enhancing learning effectiveness.

9/2016- 8/2017

A sum of $251,121.68 was used to develop a tailor-made NCS Chinese curriculum, Liberal Studies curriculum, Chinese interdisciplinary curriculum, and buy Chinese teaching materials to support NCS students from 01/09/2016-31/08/2017.

According to the results of the school based students’ questionnaire, over 95% of students agreed that they could learn Chinese easily with the help of the book and teaching aids. According to the teachers’ observation, their motivation had enhanced. Over 99% students agreed that they had learned more about Hong Kong environment and Chinese culture through varies activities.

As Liberal Studies will be merged into Moral Education next year, tailor-made Chinese curriculum should be provided continuously for NCS students in the coming year.

To develop an ELearning Apps to enhance the effectiveness of learning and teaching Chinese.

To develop an Apps which help cater for the Chinese learning of NCS students.

9/2016- 8/2017

A sum of $434,423.70 was used to develop a Chinese E-learning App and buy IT equipment from 01/09/2016-31/08/2017.

According to the results of the school based students’ questionnaire, over 95% of students agreed that they could learn Chinese effectively through Chinese E-learning Apps. Also, according to the teachers’ observation, students’ Chinese learning motivation had enhanced.

It was suggested to continue develop the Chinese E-learning Apps in the coming year.


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6. Plan for STEM Name/type of activity Success criteria

(e.g. learning effectiveness)

Estimated no. of

participating target

students#

Actual expenditure

Achievement Evaluation

mBot and Robot Lab Students are able to finish certain missions by grasping the coding and scientific knowledge

100 / P.5-P.6 A sum of $80,400 will be used to cover the cost of activities in mBot and Robot Lab from 9/2016 to 8/2017.

According to the teacher’s observations, students showed interests in learning the mBot and started learning about setting computer programme.

It was suggested to continue the mBot teaching in P.5 and started the close cooperation among subjects.

LEGO Mindstorms EV3

Students are able to finish certain missions by grasping the coding knowledge

30 / P.5-P.6 A sum of $32,030 will be used to cover the cost of the LEGO activities from 9/2016 to 8/2017.

According to the teachers’ observations, students showed interests in learning the LEGO EV3 and started learning the programming.

It was suggested to continue the LEGO teaching in P.6 because they had a better knowledge in the computering.

7. Evaluation for Strengthening School Administration Management (SAM) Grant

Target Strategies Time Scale Actual

Expenditure Achievement Evaluation

Strengthen the school administration management

Install IP Phone and PA System to strengthen administration management. Install an electric gate at the school main door to help lessen the workload of teachers.

9/2016- 8/2018

A sum of $195,000 was used to install the IP Phones and PA System. A sum of $48,000 was used to install an electric gate.

According to the results of teachers’ questionnaire, over 80% of the teachers agree that the system has strengthened the school administration management and relieve teachers’ workload for administrative work.

It was suggested to continue to update school facilities to relieve teachers' workload for administrative work.


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K. Financial Report

Name of Account Income Expenditure

EOEBG

Admin / Revised Admin grant 798,180.00 759,000.00

Basic/Baseline/Per Class 807,706.41 954,446.95

Capacity Enhancement Grant 434,671.00 323,087.50

Composite Information Technology Grant 332,237.00 278,713.80

Enhanced Speech Therapy Grant 103,842.00 84,024.10

Student Guidance Service Grant 333,837.00 426,563.80

Top Up Student Guidance Service Grant 128,085.00

Understanding Adolescent Project Grant 110,141.00 106,782.00

Sub total 3,048,699.41 2,932,618.15

OTHER GRANTS

Community Care Fund Assistance Programme School Lunch 92,740.00 *92,740.00

Committee on Home-School Co-op Proj Grant 14,467.00 14,467.00

Enhanced Additional Funding - Support for NCS students 1,500,000.00 1,715,091,38

Intensive Learning Support Grant 1,070,550.00 1,134,778.30

Jockey Club L W Learning Fund 16,740.00 16,740.00

Non-Chinese Speaking Children Bridging Programme 174,160.00 174,160.00

One-Off Grant for the promotion of STEM Education 0.00 112,430.00

One-Off IT Grant for E-Learning in Schools 145,050.00 54,679.60

School based After-school Learning & Support Programme 45,000.00 29,960.00

Special Home-School Co-operation Grant 0.00 5,000.00

Strengthening School Administration Management Grant 0.00 243,000.00

Support School E-Textbooks 0.00 76,522.00

Sub total 3,058,707.00 3,669,568.28

Overall Total 6,107,406.41 6,602,186.43

*Remarks: Expenses paid for lunch : $41,471.00 Unspent fund will be clawed back by EDB: $51,269.00

$92,740.00


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L. Feedback on Future Planning This year was the final year of our school 3-year development plan. We had developed a lot of teaching and learning strategies last year and we had continue to refine the strategies this year. For Management and Organisation, we believed that equipping our potential teachers to become future middle managers was the most important task. We nurtured our next generation of middle managers to support the development of the school and to help the new middle managers build up their visions and missions. We had continued our comprehensive middle management training program this year to help our new middle managers to adapt to their new roles and to understand their strengths and weaknesses. We had also arranged a series of training in school self-evaluation. After three years of implementing the middle management training program, we found that the program was running quite smoothly and effectively. The feedbacks of the program were positive and the middle managements were also satisfied with the supporting programs. They agreed that they had received supports and they could seek helps from mentors if necessary. In order to help the next generation of middle management, we decided to carry on this program as a routine work next year. We will continue to provide support for them to refine their planning and help them work more efficiently in the future. Moreover, another focus has become our concern. According to the result of the SWOT analysis done by all teachers, there would be more new teachers joining us in the future and it was suggested to strengthen their team spirit and their skills in teaching. According to the stakeholder survey, 0-5 year experience teachers’ view on student learning had the lowest score. Therefore, supporting new teachers and fostering a culture of mutual understanding and cooperation would be our major concern 3 in the next three years. For Learning and Teaching, the domain would further refine students’ self-learning skills. It would continue to be a major concern in the next SDP. Based on teachers’ discussion, it was agreed that students’ motivation needs to be enhanced first before working on self-learning skills. In light of that, the structure of lessons should be reexamined. Teachers can then design more subject-based self-learning materials to develop students’ self-learning skills in stages. In the meantime, the school will provide support to relatively new teachers to help them grasp the skills of eLearning and extend the use of eLearning to other subjects. Teachers should further make use of eLearning and design more interactive activities in the lessons to raise students’ learning motivation. Moreover, to further improve students’ reading skills and habits in order to give parents a better understanding of their child’s reading habits, the school will continue to implement Reading Across the Curriculum activities through interdisciplinary activities. On the other hand, in line with the new educational trend, General Studies will start to set up a more structural STEM development framework in the coming year. The school will develop an interdisciplinary project learning to enhance students’ self-learning skills in science. Furthermore, in accordance with The Basic Education Curriculum Guide 2.0, the school should be more concerned with students’ physical and psychological health development. Therefore, after collecting opinions of different stakeholders, the school will revise the timetable in the coming year to promote the development of a healthy and happy school life. For Student Support & School Ethos, the programmes that Discipline and Counselling Team had carried out showed partly success in developing students’ self-discipline. Therefore, the programmes would be carried on continuously to consolidate students’ good behaviours. Besides, we would continue carrying out P.1 discipline talk to all P.1 students and include two discipline competitions in the Inter-class competition to promote the awareness of self-discipline. Meanwhile, prefect training and monitor training would be held in a more systematic way so as to have a continuation in the sense of self-discipline throughout the year. However, according to results of APASO and stakeholders’ questionnaire, there was still room for improvement in areas of students’ sense of commitment and responsibility. It showed that more support should be provided to build up students’ sense of commitment and responsibility. Nurturing leaders is necessary in the next academic year. We would continue the cooperation with the Curriculum and Development Team and all subjects in refining the ‘Po Kok Super Star Award Scheme’. The new ‘Po Kok Super Star Award Scheme’ would be an all-rounded award which included students’ performance in academics, attitudes, sports and services. Besides, the results of P.6 were relatively low when comparing with other levels. Therefore, we would cooperate with other subjects and hold some seminars for P.6 so as to


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tackle the weaknesses. Related and useful programmes or seminars and moral education would be introduced to all students in order to constitute a profound effect on students’ morality. Continuation of the programmes of ‘Outstanding Students Award’ and ‘Homework Star Scheme’ is necessary in the next academic year. For Student Performance, the students had performed well academically and the results from Territory-wide System Assessment were satisfactory. Students had also participated in globally recognized examinations, such as the University of New South Wales International Competitions and Assessments for School. For non-academic field, students participated actively in various competitions and they have achieved significant results such as Speech Festival, Inter-school Dance Festival, Music Festival, 18 Districts Skipping Competition and Hong Kong School Drama Festival. 218 students have participated in competitions and won awards, which implies a participation rate of 66% among our students. The domain will continue to explore our students’ talents and help them develop their talents to the utmost by joining various competitions in the coming year.

school annual report 16-17 updated - po kok primary school · po kok primary school 2016-2017...

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