1

Kowloon True Light School

Annual School Plan (2016– 2017)

School Major Concern 1: Optimizing CLD and LAC Strategies

Targets Strategies Success Criteria Methods of Evaluation Time

Scale

Persons in

charge

Resources

1.1

Catering for

Learner

Diversity (CLD)

strategies:

Enhance explicit

L&T designs and

sustain

development to

turn relevant

strategies into

regular L&T

routines

a. Revise curriculum design and Learning &

Teaching (L&T) policies to consolidate the

implementation of CLD strategies

a. 1 Expectation in learning:

i In scheme of work, state the

expectation in thinking and language

skills of students of different abilities.

In subject curriculum as well as in

examination guidelines, the

expectation of students of different

form levels are to be stated.

ii In all core subjects (S1 – S6) and in

other subjects (S4 – S6), clear

expectations of performance of

students of different abilities in tests

and examinations must be set. (core

subjects at junior form tests &

examinations: result of the whole

paper or individual item; senior form

tests: result of the whole paper; senior

form examination: result of the whole

paper): all these must be clearly

stated in panel meeting minutes,

annual plan, test & examination

a. 1 i

In August, each subject

panel submits scheme

of work & L&T

guidelines.

a.1 ii

70% of students can

meet the target of their

expected performance /

10% improvement as

compared to the

previous tests or

examinations.

a. 1

Panel Meeting minutes,

Annual Plan, test &

examination blueprints,

post-test/examination

evaluation reports as

well as schemes of

work that go with the

L & T policies

Whole

year

round

Panel

Heads,

Subject

teachers,

LTC, SDC

Assistant

Principal,

LAC

Coordinator

ADC

ITC

AAC

(Data

handling &

analysis)

2

blueprints, post-test/examination

evaluation and follow-ups.

a. 2 Curriculum designs (Design of teaching

materials, class tasks & assignments):

i Choice of materials: Differentiated

materials for ability-based classes or

groups

ii For each unit/chapter of all subjects,

there must be scaffolded

questions/tasks (whole school)

iii For all units/chapters of all subjects at

junior forms, there should be (if

appropriate) the use of graphic

organizers to help students

understand difficult concepts and

their inter-relations

iv For each unit/chapter of all subjects

at all junior forms, there must be

tasks designed for pre-lesson

preparation and /or textbook reading

v For Mathematics and Science

subjects, there must be added

emphasis on exploratory or

investigative/ topical or

problem-solving aspects. Student

performance in these tasks can be

calculated as daily marks (details to

be confirmed)

vi For Chinese and English, there

should be an accelerated syllabus for

high-achievers and in addition, a

more demanding syllabus must be

a. 2

Accompanished all the

relevant tasks

a. 2

Lesson observation,

assignment inspection

3

added

vii There should be consolidation course

for students of lower ability for

Chinese Language and English

Language

viii The Arts Building Character course

will be included in Visual Arts

subject so as to enhance students’

creativity & reflection skills

a. 3 Classroom teaching

i. For the teaching of Chinese, English

& Mathematics, elements of

e-learning, lesson preparation, peer

evaluation should be introduced.

ii. Class tasks & questioning must be

scaffolded with appropriate

guidelines and feedbacks.

iii. Questioning must be aimed at

training students’ ability to explain

(define, illustrate with examples,

state) and demanding them to answer

in complete sentences.

When responses are not satisfactory,

teachers must ask follow-up

questions or prompt them depending

on students’ ability so as to help

complete students’ responses.

iv. Each unit/ chapter must be complete

with peer learning or self-evaluation

a. 3

80% finish the relevant

tasks

a. 3

Lesson plans, lesson

observation, assignment

inspection, Panel

Meeting minutes,

Annual Plan

4

and peer-evaluation tasks.

v. Teachers should adopt graphic

organizers to help train students’

thinking skills and handling of

concepts.

vi. For all lesson observations, lesson

plan must be submitted. The expected

performance of students of different

abilities and the corresponding CLD

strategies must be clearly listed.

a. 4 Marking & feedback

i. For each unit/ chapter, there must be

special emphasis on learning focus

and difficult areas to cater for learner

diversity. Questions to be marked or

corrected by teachers must be set.

ii. There must be clear marking schemes

and suggested key for reference.

iii. Teachers should use appropriate

marking codes and grades to clearly

assess the quality of students’ work so

that they know their ability and be

able to reflect on their learning

outcome.

iv. There must be concise comments so

as to clearly guide, encourage or

remind students.

v. Arrange correction and /or follow-up

exercises based on learning focus,

difficult areas and in accordance with

the diverse needs of the students.

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vi. Teachers must mark & correct

students’ corrections/ follow-up

exercises so as to monitor the

situation of students’ improvement.

vii. Give timely feedback.

b. Reinforce the arrangement of extended

learning

i. All subjects should arrange

examination-oriented and /or

non-examination oriented

enhancement programmes including

competition training, investigative or

problem-solving or creative courses

for more able students.

ii. Arrange non-class time follow-up

plans for low-achievers of Chinese

Language and English Language.

c. Utilize external support

i. The Arts Building Character Course

will be included in Visual Arts subject

so as to enhance students’ creativity &

reflection skills.

ii. Continue joining CUHK’s QSIP,

focusing on improvement of

assessment strategies to cater for

learner diversity (whole school +

Mathematics)

iii. Continue joining EDB’s School-based

Support to enhance senior form

Liberal Studies

b. i

80% of the subjects

organize / join

appropriate courses

b. ii

80% of the students

attain pass or above

results in re-quizzes or

re-dictations

c.

Accomplished relevant

tasks

b. i

Annual Plan, Panel

Meeting minutes &

Annual Report

Panel Meeting minutes

& Annual Report

6

d. Further enhance relevant professional

development

i. All Panel Heads should try to take up

courses related to gifted education.

ii. LTC to appoint a teacher to be the

Gifted Education Coordinator to

understand the situation of gifted

education at school and to

recommend relevant activities to

teachers and students.

e. Launch cross-curricular “Developing

Distinguished Student Scheme” to

complement a similar project by SAC.

This is to be supported by LTC Gifted

Education Coordinator.

d. i

70% of the Panel Heads

finish the relevant

courses

d. ii

Successfully

recommended 3 – 5

relevant activities

Accomplished relevant

tasks

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1.2

Language Across

the Curriculum

(LAC)

strategies:

Improve explicit

L&T designs and

sustain

development to

turn relevant

strategies into

regular L&T

routines

a. Revise LAC L&T strategies

1. Reinforce junior form students’ mastery of

key words/phrases in English:

i In each lesson, teachers are to teach

key words/phrases. Writing key

words/phrases on the blackboard is to

be L&T routine. Teachers are also

encouraged to teach different aspects

of vocabulary knowledge like

collocation and word parts.

ii Scaffold assignments/worksheets and

make it a routine to include a part on

key words/phrases of all worksheets.

iii Students are to keep a key

words/phrases notebook to jot down

and categorize the vocabulary learnt

in different subjects.

English teachers are to check the

vocabulary notebooks.

iv Consolidate learning by class

activities, dictation and assessments.

The above are the basic criteria for

learning, teaching and evaluating.

a. 1 i & ii

80% of lessons and

assignments

/worksheets are to

be implemented as

scheduled & such

practices are to

become L&T

routines.

a. 1 iii.

80% of students follow

instructions to keep a

vocabulary notebook to

jot down key

words/phrases of each

subject.

a. 1 iv.

70% of students can

meet the target of their

expected performance /

10% improvement as

compared to the previous

tests or examinations.

a.b.

Panel Meeting Minutes

ai.ii.iii.

Lesson Observation,

Assignment inspection

with the focus of the

development of

textbook reading skills

a. 1 iv.

Tests & examinations

evaluation and

follow-up reports with

the foci of (1)

Vocabulary and (2)

Language &

Organization

Whole

year

around

Panel

Heads,

Subject

teachers,

Language

Consultant,

LTC,

SDC,

Assistant

Principal,

Vice

Principal

ADC

ITC

AAC

(Data

handling &

analysis)

8

2. Provide opportunities for students to think

aloud:

i In each lesson, teachers are to guide

students to respond to scaffolded

questions based on students’ ability.

ii Class questioning: design at least one

higher order thinking question to

complement assignment/worksheet

iii Class questioning should enhance the

training of thinking skills, e.g. guide

students to explain (define, give

examples, elaborate), analyze,

integrate, compare and contrast and

criticize.

iv The above will form the basic criteria

for learning and teaching.

b. Strengthen LAC teaching

i. Redeploy the English Panel

Chairperson to be the LAC & School

Administration Executive to monitor

the L&T of EMI subjects and their

effectiveness and to build an

English-rich campus.

ii. The Content and Language Integrated

Learning (CLIL) module is to be

added to S1 curriculum. It is to take

up 1 lesson per week. The LAC &

School Administration Executive will

a. 2

80% of the lessons are

conducted as stipulated

and these are to become

L&T routines.

b. c. d.

Accomplished relevant

tasks

a. 2

Lesson observation

b.

Lesson observation,

Assignment inspection,

Tests & examinations

evaluation and

follow-up reports

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coordinate, design the curriculum and

invite specialist to write school-based

materials for the training of students

in note-taking, text reading, thinking,

answering questions and speaking.

c. Enhance arrangement for extended

learning

i LAC & School Administration

Executive is to be in charge of

cross-curricular English activities to

strengthen LAC.

ii LAC & School Administration

Executive is to be in charge of the

2016 – 2017 Cross-curricular

Musical Project to complement LAC.

d. Utilize external support

Take part in CUHK’s QSIP working on the

collaboration between the two subjects of

English and Biology. The focus is to

enhance LAC related to answering

techniques and evaluation.

c.

Evaluation reports on

relevant activities

d.

Panel Meeting reports

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Kowloon True Light School

Annual School Plan (2016– 2017)

School Major Concern 2: Enhancing Value Education through Positive Youth Development Programme

Targets Strategies Success

Criteria

Methods of

Evaluation

Time

Scale

Persons in

charge

Resources

2.1 School

Level:

To help students

develop

different core

values including

respect,

tolerance,

responsibility,

courtesy

a. Theme of the Year: ‘It all begins with RESPECT”

i Respect yourself and others

ii Respect life

iii Respect nature

iv Respect learning

b. Positive Youth Development Programme:

i To help students explore the qualities of positive thinkers

ii To join a “Developing students’ Positive Attitudes and

Core Values” organized by HKU

iii To cultivate students’ positive thinking personality

through the following platforms

To join a “Developing students’ Positive Attitudes and

Core Values” organized by HKU

S1 & S2 Life-management / TLB Course (True

Light Bearers)

Form-based Life-wide Learning Programmes (e.g.

A visit to Life Journey Centre)

School assemblies / Living with Wisdom Seminars

/ Spiritual Drama

Morning assemblies

Form assemblies, Sister-form assemblies (games &

Students

show

positive

reflection in

Personal

Growth

Handbook.

Observation,

Opinions

collected

during

Buzzing

Time,

Personal

Growth

Handbook,

Bi-weekly

Journal, KTL

Sharing

Time, Letters

to Principal

and other

sharing

platforms

Whole

year

round

SAC,

NSSC,

School

social

workers

Support from

Education

Psychologist,

School social

workers,

HKU

External

professional

organizations,

Celebrities

Alumnae

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competitions)

Class periods (3 sets)

Arts Building Character Programme (Classroom

Design Activity / Competition)

Inter-class Slogan Competition

Best KTL Class Competition

(Activities include outstanding people / alumnae

sharing, visits, workshops, competitions, film show,

forum, concerts.)

Remarks:

All materials would be designed by a core team

Special focus would be on reflection / debriefing

after each activity

2.2 Group

Level:

To prepare

future leaders

with positive

attitude

a. To provide training for 20 S3 & S4 students (Nomination by

one self or teachers)

i Core modules: To help students understand

themselves, explore leadership qualities and provide

service for the underprivileged in Hong Kong through

workshops, visits and other experiential learning

activities

ii To formulate individual plans for students to enhance

their strengths in different areas.

iii To engage them in different taster programmes such as

internship

Students can

successfully

get more

experience

outside

school & are

able to

reflect on

their various

experiences

positively.

Whole

Year

CGC

SAC

NSCC

ECA

CGC

LTC

External

professional

organizations

2.3 Parents:

To strengthen

positive

parenting

a. To hold form-level parent workshops on Parents’ Day

b. To conduct relevant seminars for parents in the “Parents

Institute”

Parents

show

positive

feedback.

November

February

April

PTA

CGC

Social

workers

RAC

coordinator

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Kowloon True Light School

Annual School Plan (2016– 2017)

School Major Concern 3: Promoting Professional Development to optimize CLD and LAC strategies & Positive Thinking Education

Targets Strategies Success Criteria Methods of

Evaluation

Time

Scale

Persons in

charge

Resources

3.1

Enhancing teachers’

professionalism:

To coordinate CLD &

LAC strategies by

expounding explicit

L&T designs,

developing professional

exchanges and training

a. Implementing PLS at subject level

i Every subject panel head organizes

regular Professional Learning

sessions (PLS)

6-8 sessions per year for core

subjects (S1-S5) ;

4-6 sessions per year for other

subjects (S1-S5) with separate

meetings for junior and senior

forms

ii S6 is to be examination-oriented,

emphasizing data analysis of test &

examination results complemented

by pre-mock and mock

examinations so as to gather

evidence for the modification of

both enrichment and enhancement

programmes

iii PLS schedules are to be submitted

to Assistant Principal by August.

iv Principal, Assistant / Vice

Principals sit in PLS to give

feedback and support (at least once

80% of teachers comply

with PLS requirements as

instructed and show

improvement in teaching

a. i.ii.iii.vii

Panel meeting

minutes & PLS

minutes

iv

Principal, Vice

Principal, Assistant

All

year

round

Panel

Heads,

Subject

teachers,

Language

Consultant,

LTC,

SDC,

Assistant

Principal

13

per year).

v With reference to 1.1、1.2, PLS

discussion topics are to be related

to peer lesson observation.

vi To complement LAC and CLD

strategies, each subject in each

form (core subjects) or each key

learning area (non-core subjects) is

to explore 1 -2 topics each term,

e.g. class questioning techniques

and quality feedback; mastering

key words/phrases, sentence

patterns and answering techniques

in English

vii Panel Heads should discuss with

their members about how to devise

a schedule of exploring such topics

for new school year and submit the

progress of meetings to Assistant

Principal by August.

Principal sit in

meetings

v.vi.

PLS minutes

Lesson observation

feedback

b. Peer Lesson Observation

i With reference to LAC & CLD

strategies, (questioning techniques)

peer lesson observation and

evaluation are to be conducted

ii Each teacher does peer lesson

observation at least once a year

iii Each teacher records briefly the

content and own reflections of the

lesson observed

80% of teachers to

complied with PLS

requirements as

instructed and show

improvement in teaching

b.

i.ii.iii.iv.

Panel Meeting

Minutes

PLS Minutes

Lesson observation

feedback

Panel Heads’

feedback

Annual Reports

All

year

round

Panel

Heads,

Subject

teachers,

Language

Consultant,

LTC, SDC,

Assistant

Principal

14

iv Panel Heads should discuss with

their members about the progress

of lesson observation and note

down the findings or reflection in

the department annual reports by

the end of each year.

c. Collaborating with distinguished

educators and professional bodies:

i Continue joining CUHK’s QSIP,

focusing on “data analysis to

enhance the effectiveness of CLD

strategies” so as to strengthen the

professional training of teachers.

ii Continue joining EDB’s

School-based Support (Liberal

Studies)

iii Organize 2 visits by other

schools/educational bodies to

exchange views on LAC/CLD

iv Organize one exchange trip

(outside of Hong Kong) for

teachers to increase teachers’

exposure to LAC/CLD through

lesson observation, sharing and

professional conferencing

Accompanished the

various projects

80% of teachers

complete PLS as

instructed and find that

the sessions have

helped enhancing

learning and teaching

effectiveness.

Panel Meeting

Minutes

Panel Heads’

Feedback

Annual

Reports

All

year

round

SDC CUHK

EDB

Other

education

institutes

d. Establishing PLC Core Group:

i To focus on 1.1、1.2, the PLC Core

Group to be formed is to include

representatives of Chinese, English,

Mathematics, Integrated Science &

Accompanished the

various projects

80% of teachers

complete PLS as

PLC Core Group

All

year

round

SDC CUHK,

EDB,

Other

education

institutes

15

Technology and Humanities

subjects (Panel Heads, veteran

teachers or novice teachers), led by

Assistant Principal to explore

issues such as curriculum

framework, teaching material

designs, questioning techniques,

mastery of key vocabulary (LAC),

thinking aloud (LAC) etc., to

design strategies, exchange views

and dissemination of exemplary

teaching practices

ii Set up a resource bank to collect

exemplary teaching designs and

share outstanding learning

outcomes

iii Regarding 1.1、1.2, each Panel

Head is to design and conduct

questionnaire survey at least once

per year to collect students’

opinions about learning and

teaching effectiveness

instructed and find that

the sessions have helped

enhance learning and

teaching effectiveness.

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3.2

Enhancing teachers’

professionalism:

To complement

“Positive Thinking

Education” on PLD

a. Collaborating with distinguished

educators & education institutes:

i Organize seminars or workshops

about “Positive Thinking

Education” on Professional

Development Days (PLD)

ii Organize an exchange trip overseas

to enrich teachers’ exposure on

“Positive Thinking Education”

through lesson observation and

professional sharing

80% of teachers

complete PLS as

instructed and find that

the sessions have helped

enhancing learning and

teaching effectiveness.

Panel Meeting

minutes

Panel Heads’

feedback

Annual

Reports

All

year

round

SDC EDB

Other

education

institutes