Our Strengths |
1. Devoted team of teachers and good team work
- a. Staff members are collaborative.
- b. There are a substantial proportion of teachers who are devoted in teaching as reflected in their motivation to pursue further training.
- c. There is low turn out rate among the teaching staff.
- d. We have had good professional leadership. This has helped the school in launching various initiatives to boost education reforms.
- e. A high proportion of the staff is convinced about the school mission and familiar with the school practices.
|
2. Sound school management system
- a. Our administration system is considerably systematic and it can pass vigilant surveillance. (Ref. ISO surveillance reports.)
- b. The school management has been considerably efficient to address issues raised.
|
3. Good resources management
- a. We have effective allocation and management of resources to support learning and teaching. In particular, there is sufficient equipment in classrooms, which can facilitate IT applications in teaching.
- b. There have been reasonable attempts to allocate manpower to further enhance the English proficiency of S.1 and S.2 students through streaming.
|
4. Good curriculum framework and student support
- a. We have established a curriculum framework (modular curriculum on academics and student profile on students’ development) which can proactively respond to the education reforms.
- b. We have very good student support, offering very good opportunities for students to develop, and good guidance to help students face difficulties.
|
5. Others
- a. We have had very good support from parents and very good linkage with community resources.
- b. There is a positively developing self-evaluation culture which can enhance continual improvement, which is also backed up by a good culture of striving for excellence.
|
Our Weaknesses |
1. Limited resources There are very limited financial and physical resources which do not parallel the school development. |
2. Inadequacy in teaching skills and professional sharing
- a. Teachers have not fully adopted English as the medium of instruction.
- b. Teachers are not familiar with the teaching of generic skills or the infusion of these skills in various subjects.
- c. Teachers are limited in their mastery of micro skills in teaching, like questioning.
- d. Teachers are not competent enough to take care of students’ learning needs and performance in pair work or group work.
- e. Teachers lack frequent professional sharing with colleagues.
|
3. Inadequacy in students’ learning strategy
a. Students lack initiatives in learning.
b. Students do not show good independent learning skills and strategies.
c. Students are not ready to share ideas or their opinions.
d. Students’ English proficiency is not satisfactory.
|
4. Moral and civic education
There is a lack of administrative and curriculum structure for moral and civic education. |
Our Opportunities |
1. Good team spirit for further staff developmental initiatives
- a. It is agreed that there is encouraging atmosphere and considerably favourable morale. It is a good foundation for improvement.
- b. here are considerably adequate channels to express grievances and for sharing of new ideas: this can further facilitate agreement and commitment to school policies and directions.
- c. A developmental appraisal system has been put into practice since the previous academic year and has been running on schedule.
|
2. Self-evaluation culture ready for continuous development
- a. Teachers’ awareness and skills of school self-evaluation have been very positive. Teachers are ready to start improvement actions.
- b. The ESR results have been encouraging enough to motivate the staff for further development.
- c. The ESR report has highlighted the need for more systematic curriculum for moral and civic education.
|
3. Current projects ready for further development
- a. The teaching of thinking skills in the GED subject has had a considerably sound foundation. It can be a time for the infusion of these skills in other subjects.
- b. The school has started the Learning Circle initiative and the participation in the Hong Kong School Self Evaluation Network. These ventures can be good tools to enhance the professional development in learning and teaching.
|
4. Others
- a. There has been comparatively better intake of students with satisfactory language proficiency; the school can strengthen the use of English as the medium of instruction.
- b. The setting up of the alumni association has considerably gathered more support and resources for school development recently.
|
Our Threats |
- 1. There are substantial changes brought about the up-shift in the girl-boy ratio.
- 2. There would be further reduction of salary, and resources, negatively affecting morale.
- 3. There is ever-increasing workload and pressure due to education reforms.
- 4. As the birth rate of Tai Po has decreased sharply, the number and quality of students allocated will drop drastically in short future.
- 5. There will be potential disturbance brought about by the change in principalship.
- 6. The review of the language policy will add further demands of teachers’ workload and professional development.
|
Concerns |
Expected Outcomes |
Strategies |
Responsible Department/
person |
03
to
04 |
04
to
05 |
05
to
06 |
to strengthen the English proficiency of students |
1. Students should be able to engage in group activities using English.
2. Students should be able to deliver fluent English presentations.
3. Students should be able to engage in conversation with native speakers of English.
4. Students should be able to produce well-structured English essays of clear reasoning.
5. Students should be able to produce creative English writings of personal origin. |
1. To establish an environment which encourages the use of English. |
AAC
English Dept.
EMI Unit
EMI
subjects |
u |
u |
u |
| 2. Supports will be given to teachers and students for the using of English in school. |
u |
u |
u |
| 3. Various activities will be arranged by the English Department to enhance students’ English proficiency. |
u |
u |
Concerns |
Expected Outcomes |
Strategies |
Responsible Department/
person
|
03
to
04 |
04
to
05 |
05
to
06 |
to enhance skill-based learning among students |
1. Students are able to acquire subject skills.
2. Students are able to acquire generic skills.
3. Students are able to acquire high order thinking skills.
4. Students are able to demonstrate their attainment in examinations. |
1. Supports will be given to promote teachers’ professional development in this area. |
AAC
PPRC
RAC
All
subjects |
|
u |
u |
| 2. Learning experiences will be arranged to help students acquire various skills. |
|
u |
u |
| 3. Assessments will be designed as a feedback of students’ attainment in this area. |
|
u |
u |
to strengthen students’ ability of learning through reading |
1. Students should have a good reading habit.
2. Students should be able to read extensively.
3. Students should be able to extract information for meaningful purposes.
4. Students should be able to read critically. |
1. A favourable environment will be established to foster the reading habit. |
AAC
All subjects |
u |
u |
u |
| 2. Activities will be organized to encourage reading. |
u |
u |
u |
| 3. The element “reading to learn” will be included in subject curricula. |
u |
u |
u |
| 4. Students will be equipped with relevant reading skills. |
|
u |
u |