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Islamic Dharwood Pau
Memorial Primary School
Annual School Plan
2015/16
Contents
I. School Mission & Vision----------------------------------------------------------------------------------------------------P.3-P.4
II. School Motto-----------------------------------------------------------------------------------------------------------------------P.4
III. Major concerns--------------------------------------------------------------------------------------------------------------------P.4
IV. Implementation plans----------------------------------------------------------------------------------------------------P.5 - P.23
Major concern 1
Nurture students’ ability of self-directed learning -----------------------------------------------------------------------------P.5 - P.8
Major concern 2
Continual development of school-based curriculum to cater for learner diversity ----------------------------------------P.9 - P.11
Major concern 3
Enhance the school self-evaluation in order to promote school development ----------------------------------------------------P.12
V. Plan for the Use of Capacity Enhancement Grants for the 2015-2016 Academic Year---------------------------P.13
VI. Plan for the Student Learning Support Grants for the 2015-2016 Academic Year-----------------------------P.14-15
VII. School Guidance & Discipline Annual Plan (Student Comprehensive Guidance Programme) 2015/16--------P.16-38
VIII. Plan for the Use of Non-Chinese Speaking Grants for the 2015-2016 Academic Year------------------------P.39-46
I. School Vision and Mission
IDPMPS is committed to promoting Chinese Culture and advocate peace among races. We aim at inducing active learning. We
encourage our students to cultivate their academic capacity, personal quality and potentials. We help our students to develop
independent thinking, empathy and civic awareness. We are committed to nurture our students to embrace their dream and strive for
the best a caring and stimulating environment.
Students
Excel students’ potentials through a wide range of extra-curricular activities
Develop positive, respectful teacher-student, student-student relationships
Apply the knowledge and skills acquired from different subjects in their daily living.
Establish positive value and healthy growth with the provision of moral and civic education
Nurture students’ self-directed learning attitude
Promote racial harmony and integration of different cultural backgrounds through Moral and Civic education
Foster a sense of responsibility to the school and the community
Teachers
Develop a professional teaching team with strong devotion to education
Establish keen partnership with parents and the
Cater for learner diversity with appropriate teaching strategy
Demonstrate good role model, possess positive educational perspective
Take initiative in implementing school policies
School
Uphold the spirit of Islam – “Fraternity”, “Peace”
Provide a caring and stimulating environment with good facilities and resources
Establish an explicit aims and strive for the high efficiency and quality school
Provide opportunities for teachers to pursue their professional development
Fully utilize community resources to enrich curriculum and Information technology development
Provide an all-round education to our students with knowledge acquisition, skills training, attitude and values building through the
cooperation with NGOs and educational institutes
II. School Motto
Well-educated and Love Others (博 學 愛 群)
III. Major Concerns
1. To nurture students’ ability of self-directed learning
2. Continual development of school-based curriculum to cater for learner diversity
3. To enhance the school self-evaluation in order to promote school development
4. IV. Implementation Plans
Major Concern 1: To Nurture students’ ability of self-directed learning
Targets Strategies Time Scale Success Criteria Methods of
Evaluation
People in
charge
Resources
Required
1.1
Promote students'
self-directed learning
ability through e-learning
IT Team
Optimize the school IT
facilities to support e-
learning development
Whole year At least 80%
teachers agree that
the completion of
WIFI infrastructure
can support the
implementation of
e-learning
Functional group
leaders’ feedback
Functional group
meeting records
Staff appraisal
records
IT Team
Head
$50,000:
Construction
of WIFI
infrastructure
$48,000:
tablets
L & T Comm
Enhance teachers’
professional development
with regard to e-learning
Peer or appraisal lesson
observations are done for
lessons that teachers use
tablets as learning device
At least 1/3 of
total teaching
staff attend
professional
development
programmes
related to
e-learning.
At least 3 lessons
should be
conducted by
using tablets
Teacher
professional
sharing record
Lesson
observation
records
L & T
Comm
teachers-in-
charge
Subject
Panel Heads
Grants for
Teacher
substitution
Major Concern 1: To Nurture students’ ability of self-directed learning
Targets Strategies Time Scale Success Criteria Methods of
Evaluation
People in
charge
Resources
Required
1.2
Promote the
diversification of reading
strategies to develop
students’ self-directed
learning ability
Library
Classroom morning
reading sessions are
conducted
Story telling sessions
are conducted
Reading buddy scheme
is organised
Block loan is done to
provide more books for
students to read
Whole year 80% teachers agree
that classroom
morning reading
can promote
students’ reading
habit
Story telling
mothers and
teachers agree that
students
participated
satisfactorily
during story telling
sessions
Reading buddies
read stories to
P.1-3 schoolmates
to promote
reading interest
and reading ability
Students have
more exposure to
different types of
books provided
from block loan
Teachers’
questionnaire
records
Story telling
mothers’ and
teachers’
interview
records
Reading
buddies duty
records
Block loan
book list
Library
team
heads
Class
teachers
On-line
stories
New readers :
$4,000
Major Concern 1: To Nurture students’ ability of self-directed learning
Targets Strategies Time Scale Success Criteria Methods of
Evaluation People in charge
Resources
Required
1.3
Sustain the
development of
diversified
teaching strategies to
achieve student-centred
learning
Teachers adopt
different teaching
approaches to maintain
student-centred
learning:
- higher order thinking
- co-operative learning
Teachers attend higher
order thinking training
workshop
Green teachers
participate in small
class teaching training
programmes
Whole year Teachers have
satisfactory
teaching
performances to
achieve
student-centred
learning
90% teachers
agree that HOT
workshop can
enhance the
relevant teaching
skill
Teachers agree
with the
improvement of
teaching skills
through the
participation of
small class
teaching training
programmes
Lesson
observation
records
Teachers’
training records
Teahers’ sharing
session records
L & T Comm
Teachers-in-charge
Subject Panel
Heads
$2,500
HOT
workshop
Major Concern 1: To Nurture students’ ability of self-directed learning
Targets Strategies Time Scale Success Criteria Methods of
Evaluation
People in
charge
Resources
Required
1.4
Nurture
students’self-reflection
of their performances in
different areas
ECA Team
Develop student learning
portfolios
Whole year All P.5 & P.6
students create
their own
portfolio.
P.5 & P.6 class
teachers agree
that students are
able to reflect on
their own both
academic and
non-academic
performance
P.5 & P.6 Student
portfolios
ECA
Team Heads
P.5 & P.6
Class
teachers
Clear
folders
Major Concern 2: Continual development of school-based curriculum to cater for learner diversity
Targets Strategies Time Scale Success Criteria Methods of
Evaluation
People in
charge
Resources
Required
2.1
Nurture students’
understanding and
interests in Chinese
culture
Utilize various resources
of different learning areas to
promote Chinese culture
including :
-Chinese language : Chinese
culture day
-Chinese:Cultural exchange
activities with local
organizations
-Physical education: Chinese
dragon dance & lion dance
-General Studies: Project
learing in promoting Chinese
culture
-Moral & Civic Education:
Understanding of Conficious
-Music: Chinese drum,
Cantonese Opera team
-Cross-curricular programmes
in promoting Chinese culture
Whole year Over 50%
students
participate in
inter-school
and/or
intra-school
programmes
which promote
Chinese culture
90% teachers
agree that
students’
understanding
and interest
about Chinese
culture is raised.
Students’
learning task
reports or
worksheets
Students’
programme
attendance
records
Competition
records
Teacher
questionnaire
ECA
Team Head
Subject
Panel Heads
Programme
application fee
Programme
training fee
Programme
transportation
fee
Major Concern 2: Continual development of school-based curriculum to cater for learner diversity
Targets Strategies Time Scale Success Criteria Methods of
Evaluation
People in
charge
Resources
Required
2.2
Optimize school-based
curriculum of different
learning areas to enhance
learning and teaching
Co-plannings are done
with agreed subject focus
area
Continue to develop
school-based curriculum
with EDB support:
- Chinese:
1)School-based support
team develop P.4
Chinese curriuculum;
2) Implementation of
HK Chinese Language
Tiered intervention model
for junior primary
students, coorganised
with EDB
- Mathematics:
School-based support
team develops P.1
Mathematics by
adopting ELPS model
Whole year 80% teachers
agree with the
benefit of
curriculum
development
80% teachers
agree that
professional
development and
staff collaboration
through co-planning
is strengthened.
Chinese:
Imporvement of
One-minute
reading assessment
results
Mathematics:
Teachers agree
that the
improvement of
teaching learning
are achieved by
adopting ELPS
model
Teaching kits :
-co-planning
records
-teaching
materials
-Students’ works
Lesson
observation
records
Teacher
sharing session
records
Chinese:
One-minute
reading Assessment results
Co-planning
meeting records
L & T
Comm
teachers-in-
charge
Subject
Panel Heads
Teaching
resources zip
folders
Major Concern 2: Continual development of school-based curriculum to cater for learner diversity
Targets Strategies Time Scale Success Criteria Methods of
Evaluation
People in
charge
Resources
Required
2.3 Establish a
centralised resources
bank
Provision of a centralised
path for teachers to save
their teaching resources
Whole year Central resources
bank is established
Central
resources bank
records
L & T
Comm
teachers-in-
charge
Subject
Panel Heads
/
2.4
Make school-based
enhancement
programmes
sustainable to cater for
students’ learner
differences
Implementation of
school-based enhancement
programmes:
-Chinese Starter class
-Chinese enrichment
programme
At least 75%
students improve
their Chinese
learning
performance after
the Chinese
programmes
Students’ Chinese
test/exam result
Assessment tools
for NCS learning
of “Chinese as a
second language”
One-minute
reading assessment-Chinese
Chinese
Subject
Panel Heads
Assessment
tools for NCS
learning of
“Chinese as a
second
language”
-English enhancement
programme:
-Target: P.1-P.2 Chinese
speaking students
-Aim:Strenghten
students’ spoken English
ability and their self-
confidence
At least 90%
students pass
Young Performer
Exam organized
by Trinity
College London
Trinity College
London - Young
Performer Exam
result
English
Subject
Panel Head
NET
teacher
/
Major concern 3: Enhance the school self-evaluation in order to promote school development
Objectives Strategies Time scale Success criteria Evaluation Teacher(s) in
charge
Resources
required
3.1
Furter nurture teachers’
self-reflection by means
of P-I-E work process
L & T Comm
Clear plans and evaluation
methods are set with
measurable success criteria
Utilize evidence to analyse
strengths and weaknesses
of students’ performance in
assessments and
programmes
Whole year Teachers are able to
formulate plans
aligned with school
development plan
Teachers are able to
set measurable
success criteria to
collect date for
evaluation
Evaluation/
assessment result is
analysed to identify
strengths and
weaknesses
Subject plans and
Programme plans
Evaluation /
assessment result
and analysis record
L & T
Comm
teachers-
in-charge
Subject Panel
Heads
/
3.2
Integrate evlaution in
daily teaching
S
Students can conduct
self- assessment for
their learning
performances
Teachers agree that
students are able to
conduct self
assessment to
reflect on their own
learning
Assessment
records
Subject
Panel
Heads
V. Plan for the Use of Capacity Enhancement Grant in 2015/16 School Year
Item Concern Strategy Success
Criteria Time Scale
Resources
Required
Methods of
Evaluation
People in
charge
Create more
capacity for
teaching to
improve
teaching
effectiveness
Reduce teachers’
non-teaching workload by
taking minutes, managing
clerical work when
carrying out programmes
or class-based works
Employing
one
full-time
office clerk
Reduce
teachers’
administrati
ve
workload
Whole year
$126,000
(Salary+MPF)
Teachers’
feedback
Staff
appraisal
result
Oh Lap Fung
Nurture Muslim
students’
Islamic faith
Imam effectively leads the
pray and conduct the
Quran lessons.
Enhance Muslim students’
Islamic faith through
i. developing the habit of
pray
ii. read and understand the
meaning of the Quran
Employing
one
part-time
Imam
Students are
able to read
the Quran
Teachers
agree that
students are
able to pray
and maintain
good attitude
$170,560
(Salary+MPF)
Teachers’
feedback
Students’
performance
of pray
Students’
Quran
assessment
result
Amer Hussain
Total: $196560
VI. Plan for the Student Learning Support Grants for the 2015-2016 Academic Year
Main concern (2)：Continual development of school-based curriculum to cater for learning diversity
Objectives Strategies Time scale Success criteria Evaluation Teacher(s) in
charge
Resources
required
Support students’
learning needs 1.1 Organize after-school
tutorial classes for
supporting students’
academic needs
Whole year
At least 80% or
above parent
participants and
teachers agree that
the after-school
tutorial classes can
support their
child’s learning
Evaluation of
teaching schedule
Evaluation in
meetings
Student Support
Team and
Social Worker
/
1.2 Provide English Chinese
and Mathematics remedial
classes / class division to
cater for students’
individual differences
Whole year
At least 70 % of
teachers agree that
the remedial
classes can cater
for individual
differences
Evaluation of
teaching schedule
Evaluation in
meetings
Student Support
Team
/
1.3 Occupation therapy for
fine motor training or play
therapy for low
intelligence student
Whole year
(Friday)
At least 70% of
teachers agree that
the training can
support child’s
learning
The content of the
plans is based on
guidelines from on
EDB and related
organizations
Evaluation of
teaching schedule
Evaluation in
meetings
Student Support
Team
$30,000
1.4 Invite school social
workers to help the
students with Special
Educational Needs(SEN)
Whole year
Apply funding and
courses for
students with
special learning
needs
Case record
Questionnaire
Student
Support
Team and social
worker
VII Student Guidance and Discipline Group (Student Comprehensive Guidance Programme) 2015-2016 Annual Plan
(1) Aims
1. Cultivate a harmonious, equal and caring campus culture with the concerted effort of all school staff.
2. Improve the school guidance system, school discipline policy and student support policy.
3. Establish a caring environment to cater to the various needs of students during their development.
4. Nourish the students to become citizens with good virtue and care of the community.
(2) Analysis of current situation
Strengths:
1. The SGP, who is on-duty at school 5-days a week, is eager to collaborate with the teachers to strengthen the quality of the guidance and support services.
2. Most of the teachers are enthusiastic in student guidance works. They are willing to cooperate with the SGP and support various projects and activities.
3. Information and record of student guidance can enhance the group’s understanding of the developmental needs of the students, as well as the associated
guidance strategies.
4. The school guidance system and policiesare up-to-date and meet the developmental needs of the students.
5. The group has reflection on each plan or activity, boosting efficiency of the whole guidance service.
6. Different strategies on personal development, each level and the whole school are introduced, helping students with their personal growth and need.
7. Moral and Civic Education classes to students help them with personal growth, with proper value instilled.
8. We work closely with organizations, which organize all-round counseling and guidance services. Different projects like Understanding Adolescent
Project (Primary) are brought to our students, which help students to face obstacles and challenges.
9. Mentorship programme for new teachers is introduced in order to help new teachers handle discipline problems of students.
10. Leveled teachers help handle students’ behavioral problems.
Weaknesses：
1. Some students show they still need improvement in their behavior, interpersonal skills and self- care ability.
2. According to APASO, students from each level have room for improvement in conduct.
3. Some students come from poor families where resources for further learning are limited.
4. Some students have room for improvement in civic moral value.
5. It takes time to work more effectively for both CT1 and CT2 under Double class teacher system.
6. Consistency of handling students’ problem needs improvement.
7. Co-operation between parents and school should improve.
18
Major concern (1)：Self- directed learning
Objectives Strategies Time
scale
Success
criteria Evaluation
Teacher(s)
in charge
Resources
required
1. Optimize the
current system and
strategies, directly
support students’
personal growth
1. Assist the edition of school policies on
guidance and speed up the procedures
Whole year No less
than 3 %
of students
benefit in
the whole
year
Teachers
agree that
SGD team
act
effectively
in tackling
students’
behavior
problems.
Statistics on students
who receive
guidance
Minutes
Information bank on
students’ case
Questionnaires to
teachers
SGD head
SGD
members
Class
teachers
Comprehensive
student
counseling
subsidy
$370000
(Life
workshop)
2. Leveled meeting will be carried out to
have a review on students’ behavioral
problem. Computerize the procedure
No less
than 2
times for
each class
in each
school
term
3. Have meeting regularly within the
group, and have discussion on related
strategies
Once a
month
4. Establish a handbook for the team,
make sure every guideline is clear
with consistency in handling students’
problem
Finalized
in
December
2015
19
Major concern (1)：Self- directed learning
Objectives Strategies Time
scale
Success
criteria Evaluation
Teacher(s)
in charge
Resources
required
2. Enhance teachers’
counseling skills
1. Each SGD member attends
workshops or seminars at least once
Whole year SGD group
members
agree to the
effectiveness
Teachers’ training
record minutes
SGD group
members
2. ‘Crisis management workshop for
teachers’
Enhance teachers’ knowledge on
crisis management.
August
2015
Teachers agree
to the strategies
and skills shared
in the workshop
Questionnaire to
teachers
SGD head
SGP
Tutors in
activities
20
Major concern (1）：Self- directed learning
Objectives Strategies Time
scale Success Criteria Evaluation
Teacher(s)
in charge
Resources
required
3. Assist students with
special needs in
behavior and learning
1. Good Self-care Group‘Life skills-
self-care ability and
self-management’ training scheme：
Help students to know basic
requirement at school-subjects,
timetable, and how to work
with others, help students cope
with simple tasks, like personal
hygiene.
October -
Dec
2015
Students agree
that their
self-care ability
improves
Class teachers
(CT) agree that
students make
improvement in
self-care and
self-management
.
Student feedback
form
Student monthly
self-evaluation
Observation on
students
participating in
activities
CT’s feedback
SGP
CT
SGD head
Comprehensive
student counseling
subsidy: $100
2. Self-retrospection Group:
Help students to know what they
could do when facing trouble,
and learn the problem-solving
skills.
Nov -
Dec
2015
CT agree the
work of the
group in terms of
effectiveness
Students agree to
the effectiveness
of the work done
by the group
Meeting with CT
Students
feedback form
and
self-evaluation
SGP
CT
SGD head
Lok Sin Tong Lee
Yin Yee United
Centre,
Support Service
Centre For Ethnic
Minorities: Free
21
Major concern (1）：Self- directed learning
Objectives Strategies Time
scale
Success
Criteria Evaluation
Teacher(s)
in charge
Resources
required
3.Assist students
with special
needs in behavior
and learning
3. Attention Training Group:
Find out the characteristics
students weak in
concentration have, which
may include
1) distraction,
2) insufficient
concentration,
3) transient concentration a
4) stubborn concentration.
Help students to learn
skills which could help,
and make improvements.
Feb -
Apr
2016
CT agree to the
students improve
in attention
Meeting with CT
Students’ performance in class and on
assignments
Student feedback form and self-evaluation
Parents agree to the improvements made by
the students
SGP
CT
SGD
head
Comprehensive
student
counseling
subsidy
$100
4. Life Planning Group:
Help students to enhance
their self-understanding
through exploring and
trying to plan for their
future years, and learn the
related skills.
April –
May
2015
Students agree to
enhance their
self-understanding
and know clearer
about their goal
Student feedback form
Meeting with students
SGP
Discipline
head
Christian
Action
22
Major concern (1）：Self- directed learning
Objectives Strategies Time
scale Success Criteria Evaluation
Teacher(s)
in charge
Resources
required
3. Assist students with
special needs in behavior
and learning
6. Understanding Adolescent Project：
Help students learn and equip
problem-solving skills, positive
and appropriate attitude when
facing difficulties and trouble
through activities, and enhance
their resiliency.
Jan
2015
to May
2016
Students know
how to accept
others and
control their
own emotion
Students can
finish their task
by setting goals
with higher
problem-solvin
g ability
Teachers
acquire skills in
helping
students cope
with adversity
Student feedback
form
Teacher
questionnaire
Tutor group
CT
Subsidy of the
Adolescent
plan(2015/16)
Total for all
items:
P5
$6,600
P6 :
$6,600
(life workshop)
7. Bridging activities for new students:
Help students learn self-care skills
in daily life through activities.
Sep
2015
CT and subject
teachers agree to the
effectiveness of the
activities
- Meeting with
teachers
- Self-reflection
by SGP
Discipline head
SGP
CT of P1
Teachers in
SGDgroup
Comprehensive
student
counseling
subsidy
23
Major concern (1）：Self- directed learning
Objectives Strategies Time scale Success
Criteria Evaluation
Teacher(s)
in charge
Resources
required
3.Assist students with
special needs in behavior
and learning
8. Pre-S1 activities:
1) talks for pre-S1；
2)Mock interview and Challenges to
secondary school Project
Help students know more about
life in secondary school.
Nov
2015 to
March
2016
Teachers-in-charge
are satisfied with
the performance of
students
Observation
on students
Performance
on mock
interview
Discipline
head
SGPs
CT of P6
English and
PTH
teachers
Comprehensive
student
counseling
subsidy: $100
9. Bridging programme for newly
arrived students：
Improve Chinese and English
speaking ability in 60 hours, know
more about themselves, the school
and the community.
Dec
2015 to
July
2016
Subject teachers
agree that both
Chinese and
English have
improved
Students agree that
they adapt better in
community
Meeting with
teachers
Students
feedback
form
Discipline
head
Student
counsellors
CT
Course
tutor
Subsidy on
newly arrived
students from
EDB
$5,513
(per student)
24
Major concern (1）：Self- directed learning
Objectives Strategies Time scale Success Criteria Evaluation Teacher(s)
in charge
Resources
required
4. Leadership
training to boost
students’ leadership
talent
1. School Prefect Team
Regular training
- Prefects are instructed
and reminded to perform
their routine job duties,
to follow rules and
regulations.
- Expected difficult ies
arising from performing
duties and
corresponding solutions
would be brought out
and discussed among
prefects.
Every
Monday,
Tuesday
morning time
Student
discipline can
be successfully
maintained.
Prefects can
demonstrate a
sense of
responsibility.
Students show
respectfulness
to prefects.
Teacher
observation
Discipline
head
SGD
teachers
N/A
Two-day Prefect team
training
- A visit is arranged to broaden
their horizons.
- A workshop is organized to
strengthen their leadership as
well as problem solving
skills.
- A workshop is provided for
them to understand the
importance of
communication and division
of labour in a team.
October
2015
February2016
May2016 or
June2016
Students can
gain additional
experience.
Student can
point out three
leadership
skills.
Student can
point out three
team building
skills.
Teacher
observation
Questionnaire
Mr Chau
Ms Poon
SGP
Community-based
project fund
Junior Police Call
fund
25
Mentorship system
- New prefects chosen
from P3 in the previous
school year pair with
experienced
prefects.Skills and
experiences can be
transmitted and shared
respectively.
First week of
school year
2016-2017
Young prefects
well adapt their
new duty
schedule and
promptly carry
out their duties.
Teacher
observation
Reports from
Head prefects
Mr Chau
Ms Poon
N/A
26
Major concern (1）：Self- directed learning
Objectives Strategies Time
scale
Success
Criteria Evaluation
Teacher(s)
in charge
Resources
required
4. Leadership training
to boost students’
leadership talent
2.Young Volunteer Scheme:
Selected P4 to P6 students will visit
to elderly centre, kindergarten or
participated in community services.
And students are able to learn and
practice related skills and become
well-trained volunteers.
Oct
2015
to
June
2016
Students know
how to care
about people
around them,
with high
ability of
self-control
Teachers agree
with the
effectiveness
Student feedback
form and
self-evaluation
Observation from
teachers
Pre-test and Pro-test
Discipline
head
Peer
counselors
SGP
Subsidy from
HKFYG $3,000
27
Major concern (1）：Self- directed learning
Objectives Strategies Time scale Success
Criteria Evaluation
Teacher(s)
in charge
Resources
required
4. Leadership training to
boost students’
leadership talent
3. Peer Tutors Scheme:
A team of selected P.4 to P.6
students will help P.1-P.2 students
with their homework in tuition
time. They will be trained by the
SGP about their duties and
behaviour regulations.
Whole year Tuition
teachers are
satisfied with
the
performance
of the peer
tutors.
80% peer
tutors agree to
have enhanced
their sense of
responsibility.
80% peer
tutors agree to
have enhanced
their
confidence.
Peer tutors’
self-evaluation
Evaluation
from tuition
teachers
Attendance
record of the
peer tutors
Discipline
head
SGP
Peer Tutor
Handbooks $100
(SGD)
28
4. Harmonious School Net Pilot
Scheme (organized by the EDB):
Peace Ambassadors
- The team will be formed by10
more able P.5-P.6 students. 5
of them will be selected as
team leaders.
- The team is responsible to
promote the message of
harmony in school by
implementing the planned
activities.
Sep
2015 to
June
2016
80%
ambassadors
agree to have
acquired skills
in helping
others
80%students
agree that they
help each
other better
80%
ambassadors
agree that they
have taken a
leading role in
planning and
cooperating
the mass
programme
Praise students
who perform
well in the
scheme
according to
meetings and
service record
Attendance
record of the
ambassadors
Student
feedback form
SGD
members
SGP
All teachers
Comprehensive
student counseling
subsidy $600
- Leadership Training Day
Camp
- All ambassadors will
participate in One-day
Anti-bullying
Ambassadors Training
Camp organized by the
EDB. They will acquire
the knowledge about
bullying and mediation
skills .
- The team leaders will
participate in Harmony
Ambassador Training
Camp organized by the
EDB. They will learn
about leadership, activity
planning and interview
skills .
12 October 2015
18 November
2015
29
School Net Meeting
- The team leaders from
the network schools will
have a meeting for 2
times in the EDB centre.
- In the meetings, the team
leaders plan the
activities which aim to
promote a culture of
harmonious campus.
December 2015
and February
2016
30
Major concern (1）：Self- directed learning
Objectives Strategies Time scale Success Criteria Evaluation Teacher(s)
in charge
Resources
required
5. Nurture students’
moral value with
emphasis on
self-discipline
1. Training based on school rules:
uniform, hall and classroom
discipline
Sep
2015
(First week)
Teachers agree
to the
effectiveness
Students can
reach the target
Observation on
students
Teacher
questionnaire
SGD
members
worksheet
2. Uniform checking per week and
mass uniform checking in hall
once a month
Sep 2015 to
June 2016
Teachers observe
the improvement
students make
Uniform checking
record
Discipline
Head
SGDmembers
CT
prize:$50
(SGD)
3. Discipline competition in class
in the first term
Whole year Teachers see
improvement in
self-discipline
Observation on
students
Teacher
questionnaire
Discipline
Head
SGDmembers
All teachers
prize: $50
(SGD)
4. Arrival on time competition for
the whole school
Sep 2015 to
June 2016
Teachers agree
that more
students arrive
on time
Observation on
students
Teacher
questionnaire
Discipline
Head
SGDmembers
All teachers
certificates:
$50
(SGD)
5.Cleaniness competition in the
whole school
Whole year
Teachers agree
that students pay
more attention
on hygiene
Observation on
students
Teacher
questionnaire
Discipline
Head
SGD
members
All teachers
certificates:
$50
(SGD)
31
Major concern (1）：Self- directed learning
Objectives Strategies Time scale Success Criteria Evaluation
Teacher(s)
in
charge
Resources
required
5. Nurture students’
proper moral value and
self-discipline through
school-based guidance
projects
6. Best BehaviorBookmark
Scheme:
To praise the well-being of
students, bookmark scheme is
introduced:
Small prize: 200-499 pieces
Medium prize: 500-799 pieces
Big prize: 800 or above
Sep
2015
to
June
2016
Teachers agree that
students can learn
better from this
scheme
No less than 40
students are
awarded
Student
feedback form
Teacher
questionnaire
Statistics on
awardees
SGD
members
All
teachers
Comprehensive
student
counseling
subsidy
$700
7. “Smart Homework Scheme”：
To praise the good performers at
school and show the good work of
students in 2 stages
Oct
2014
to
June
2015
90% teachers and
students agree to the
improvement on
homework
No less than 40
people receive
bookmarks and
certificates
Comprehensive
student
counseling
subsidy
$700
32
Students’ aspect
Major concern (1）：Self- directed learning
Objectives Strategies Time scale Success
Criteria Evaluation
Teacher(s)
in charge
Resources
required
6. Instill proper moral
value to students
1. Personal growth course：
Content includes: personal health,
co-operation, academic and career
development 4 aspects, with elements
from understanding adolescent plan,
no less than 12 lesson per year
Whole year Students
master
learning target
Teachers reach
their teaching
goal
Student
feedback form
Teacher
questionnaire
Observation on
students
Discipline
head
SGD
teachers
Personal
growth tutor
Materials and
printing fee:
$500
(SGD)
2. Talks on puberty, environment
protection and mediation, together
with MCE lessons
Whole year Teachers agree
to the
effectiveness
Fair
performance
on the
worksheet/
tasks
Observation on
students
worksheet
SGD
All teachers
7. Enhance students
mental development
Experienced therapists and social
workers will introduce feasible plans
and schemes, to tackle different
problems
Oct
2015
to
June
2016
Both teachers
and students
agree that the
suggestions
are helpful
Student
feedback form
Teacher
questionnaire
SGD
teachers
Peer
counselors
33
Major concern (1）：Self- directed learning
Objectives Strategies Time
scale Success Criteria Evaluation
Teacher(s)
in charge
Resources
required
8. Parents can support
their children in personal
growth and improve
their parenting skills
1. Parent-child activity: how to
improve communication
Emphasis on parent-child
communication, so that parents can
master the skills to teach their
children in a positive way
Oct 2014 Parents agree that
their relationship
with their children
improves
Parent
questionnaire
Discipline
head
Peer
counselors
Tutors
SGD
teachers
Comprehensive
student
counseling
subsidy
$4500
2. Anti-crime and positive
communication workshops:
Give parents some ideas on how to
combat addict to computers, and
how to enhance communication
with their children. Discussion and
activities on this issue will be held.
March 2015 Parents agree that
their children spend
less time on
computers
Parent
questionnaire
Comprehensive
student
counseling
subsidy:
$2500
To boost programme
effectiveness and make
necessary amendment to
improve it
Self-evaluation:
School-based programme should be
based on concrete data.
Whole year Based on data and
teachers feedbacks
Data Charts
and teachers
feedback
SGD In
charge
Teacher
34
Major concern (3）：Deepening School Self-evaluation Mechanism
Objectives Strategies Time
scale Success Criteria Evaluation
Teacher(s)
in charge
Resources
required
1. To improve teachers’
self-competence
through reflection
and evaluation
Encourage SGD members to
attend the related seminars and
workshops
Core group meetings will be
held to share the experience and
learn from each others
Whole year Each SGD member
attends at least one
seminar or workshop
organized by EDB or
other organizations
At least 70% teachers
agreed that core group
meetings are helpful in
evaluating
performance.
Teacher training
record
Meeting
minutes
SGD Head and
members
Survey forms
35
Major concern (3）：Deepening School Self-evaluation Mechanism
Objectives Strategies Time
scale Success Criteria Evaluation
Teacher(s)
in charge
Resources
required
1. To establish
self-evaluation
mechanism as a
routine through
diverse modes of
evaluation
Data analysis conducted
from different stakeholders:
Students
Student performance assessed
by the following means:
APASO
KPM
Questionaire
School-based Programme
Punctuality Scheme
Bookmarks Scheme
Whole year
70% teachers agreed to
evaluate students’
performance through
APASO and KPM
At least 50% students
agreeing that attendance
record has been improved
through punctuality
scheme.
At least 60% students
agreeing to improve their
behavior through postive
reinforcement by
collecting Bookmarks.
APASO and KPM
result
No of students
receiving
certificates in each
monthof
punctuality scheme
Bookmarks gift
redemption record
in each term
Student Survey
Teachers Survey
Parent Survey
SGD Head and
members
EDB Ms Chan
APASO
KPM Survey
form
Data analysis
and
surveyfroms
of each
school-based
programme
36
Major concern (3）：Deepening School Self-evaluation Mechanism
Objectives Strategies Time
scale Success Criteria Evaluation
Teacher(s)
in charge
Resources
required
1. To establish
self-evaluation
mechanism as a
routine through
diverse modes of
evaluation
Discipline Competition
Cleanliness Competition
Smart Homework Scheme
Smart Homework Election
Oct 2015
Nov-Dec
2015
January
May
50% students indicating
that discipline
competition help them to
embrace self-discipline.
50% studentsawaring that
cleanliness competition
can help them to arouse
awareness and help them
to keep environment
clean.
50% students considering
that smart homework
scheme is effective and
help them to develop the
habit of hand in
homework on time.
Atleast 50% of PTA
Committee members and
teachers agreeing that
students are improving in
their handing in
homework with neatly
hand writing.
Student Survey&
recorded data
Student Survey &
recorded data
Teachers Survey
Teachers &Parents
Survey
SGD Head and
members
EDB Ms Chan
APASO
KPM Survey
form
Data analysis
and survey
froms of
each
school-based
programme
37
Major concern (3）：Deepening School Self-evaluation Mechanism
Objectives Strategies Time
scale Success Criteria Evaluation
Teacher(s)
in charge
Resources
required
1. To establish
self-evaluation
mechanism as a
routine through
diverse modes of
evaluation
Collaboration with MCE:
Students
Self-reflection in Annual
Improvement Focus
Peer- assessment in Annual
Improvement Focus
Work completed based on
monthly topics
Application of knowledge and
skills
Teachers
Self-review in core group
meeting
2nd
Term
Whole year
At least 60% students
agreeing that they can
review their progress in
self-reflection form
At least 60% students
value the comments from
peers, teachers and
parents.
At least 60% students
showing satisfaction in
their learning outcome
At least 70% teachers
agreeing that core group
meeting help them in
reviewing their
performance
Student Action
Plan
Self-reflection
form
Peer-assessment
form
Teacher
feedbacks
SGD Head and
members
Survey forms
Questionaire
38
Major concern (3）：Deepening School Self-evaluation Mechanism
Objectives Strategies Time
scale Success Criteria Evaluation
Teacher(s)
in charge
Resources
required
2. To improve teachers’
self competence
through reflection
and evaluation
Teachers
Teachers performance
assessed by the following
means:
KPM
Self-reviews in core group
meeting
Feedback from students and
parents
School-based teachers’
questionaire
Whole year
70% SGD members
considering that the core
group meetings are useful
70% teachers agreeing to
review school-based
programme based
teachers and students
survey.
KPM survey form
Meeting minutes
SGD Head and
members
Survey Form
Teachers’
questionaire
VIII. 改善非華語學生的中文學與教
學校計劃 (2015/16 學年)
伊斯蘭鮑伯濤紀念小學 (學校名稱)
致： 教育局
發展及支援組 (傳真號碼：2179 5492)
就推行「中國語文課程第二語言學習架構」(「學習架構」)，確保本校非華語學生1與
本地同儕享有同等學習中文的機會，並建構共融校園，本校在 2015/16 學年的具體計劃
已獲校董會／法團校董會*通過。本校會因應需要與持分者(包括非華語學生的家長)溝
通，讓他們了解學校如何支援非華語學生學習中文。現就有關計劃，扼述如下：
(一) 整體規劃
1. 在 2015/16 學年，本校共有中文科教師 9 名，其中 8 名有教授非華語學
生。就加強支援非華語學生學習中文、提升支援非華語學生的意識，並建構共融校
園，本校已安排以下教師負責統籌有關事宜註：
[註：部份學校可能安排不同教師分別負責低年級和高年級的統籌工作，學校可因應
校本情況填寫一位或多位教師的資料。] 姓名 職位 負責統籌的年級(例如小一至小三)
陳碧琪 中文科科主任 小一、小四、小六
楊茜雯 中文科副科主任 小二、小三、小五
陳碧琪、
李懿德、黃琤
中文科科主任
中文科科任
教育局校本課程支援 (小三)
陳碧琪、
陳玉花、黃琤
中文科科主任
中文科科任
教育局中文分層支援 (小一)
楊茜雯、
何鋺筠、呂穎思
中文科副科主任
教學助理(暫准教師)
增潤補底課程
楊茜雯、
黃琤
中文科副科主任
中文科科任
增潤拔尖課程
共融校園
楊茜雯
鄭彩霞
中文科副科主任
課程發展主任
語文運動
學習中華文化
陳碧琪 中文科科主任 Amazing China 認識中國文化課程(小二)
陳碧琪、楊茜雯
鄭彩霞
中文科正副科主任
課程發展主任
中華文化日
陳偉豪 中文科科任、課外活動主任 中華文化體藝課程/活動
2. 為提升中文科教師教授中文作為第二語言的專業能力，本校會繼續安排他們參與相
1 規劃教育支援措施時，「家庭常用語言不是中文」的學生均歸納為非華語學生。
- 40 -
關培訓，初步計劃如下︰(可選多於一項)
參與有關教授中文作為第二語言的研討會、工作坊等
□ 申請參加教育局通函第 34/2014 號所載的「教授中文作為第二語言」專業進修津
貼計劃
□ 修讀教育局委託香港教育學院開辦的「為非華語學生而設的中國語文教學專業進
修課程」
□ 其他 (請說明)：
3. 在 2015/16 學年，本校會／暫時不會*參加由教育局專家／大學／其他專業機構提供
的相關校本專業支援服務。
(i) 若會，請說明已／計劃＊參加的項目：(可選多於一項)
由教育局專家提供的到校專業支援服務 (小學課程發展組、特殊教育組)
□ 大學─學校支援計劃
□ 專業發展學校計劃
□ 學校支援夥伴 (借調教師) 計劃
□ 其他 (請說明)：
(ii) 若暫時不會，主要考慮因素包括：(可選多於一項)
□ 本校以往曾參加相關支援(計劃名稱︰ )，現正
鞏固有關經驗
□ 本校在照顧非華語學生的中文學習方面，已有一定經驗，暫時無須有關服務
□ 本校將試行專業發展課程 (包括「語文教師專業發展獎勵津貼計劃 」)所提
供的方法
□ 本校需要優先處理其他關注事項 (例如︰ )
□ 其他 (請說明)：
(二) 「學習架構」的推行
4. 本校在考慮推行「學習架構」的策略和支援模式時，考慮因素包括︰
(i) 本校非華語學生的分佈，詳情如下：
級別 小一／
中一*
小二／
中二*
小三／
中三*
小四／
中四*
小五／
中五*
小六／
中六* 總數
- 41 -
非華語學生人數 28 41 44 26 37 45 221
(ii) 採用《中國語文校內評估工具》(評估工具)的結果，以便配合本校非華語學生的
不同中文基礎，幫助他們訂定學習目標，以及為他們安排適切的密集中文學習。
評估結果載於附錄(1)／(2) ／(3) ／(4)* [只須填寫其中一個]。
[註：
(1) 一般而言，非華語學生在閱讀及寫作方面有較大困難，個別差異亦較大，各
級非華語學生都會採用閱讀及寫作的評估工具。
(2) 為概括地描述非華語學生的整體學習表現，學校可粗略地以校本情況劃分非
華語學生的能力為高、中、低。就此，學校可選擇以評估中的得分、學生表
現的描述、或其他校本方法劃分學生的能力。
(3) 學校可選擇按年級或學習階段填寫有關學生表現的情況。]
5. 在編班方面，本校非華語學生的中國語文課堂安排如下：
每週／循環週*的中文課約有 8 節，每節約 35 分鐘
在中文課，所有／部份*中文課節與本地同儕同班，詳情如下：
非華語學生人數
小一／
中一*
小二／
中二*
小三／
中三*
小四／
中四*
小五／
中五*
小六／
中六*
2 5 20 15 19 0
6. 就非華語學生在中文課與本地同儕同班，主要考慮因素包括：(可選多於一項)
以校本情況而言，有關學生（約 61 名）的中文學習表現大致理想，相信他們能
應付本校主流中文課堂的學習
本校提供適切支援，可幫助非華語學生應付主流中文課堂的學習，詳情見下文第
8 項
讓非華語學生與本地同儕一起學習，提供豐富的語言環境，有助同儕互勉及融入
在設計課堂學習活動時，教師會因應非華語學生不同的學習需要，採用分層教學
(包括安排不同程度／內容的學習活動、工作紙等)
□ 本校非華語學生零散地分佈各級，較適宜安排他們與本地同儕同班
- 42 -
□ 其他(請說明)：本校(小三至小六)華語學生零散地分佈各級，因此安排他們與非華語同儕同班。
7. 本校有／沒有*安排非華語學生在中文課獨立成班（或進行抽離學習）。若有，主要
考慮因素包括︰(可選多於一項)
□ 教師更能針對非華語學生的學習需要
本校非華語學生較多，較適合獨立成班
在中文課堂以外，本校非華語學生有很多機會與本地同儕一起學習和成長，例如：
□ 在其他科目與本地同儕一起上課
與本地學生一起參與校內聯課活動
透過聯校活動，結識華語同儕，與本地學生交流，增加接觸中文的機會
其他(請說明)： (見附件：聖文德小學)、粵曲學中文
□ 其他考慮因素(請說明)：
8. 本校參考使用評估工具的結果，配合校本情況，於 2015/16 學年推行以下的密集中文
學習模式：(可選多於一項)
在中文課堂進行抽離學習，詳情如下：
年級 對象(例如高／中／低*能力) 抽離小組數目 每組人數 每組每週約( 2 )節
□ 在中文課將同級／跨級的學生重新組合，進行小組學習，詳情如下：
年級 原有( 1 )班 分為( 2 )小組 每組人數 每組每週約( 8 )節 跨級分組(請以表示)
一
二
華語班(華語生及達標非華語生) 1 10 人 8 節
12 節 華語班(華語生及達標非華語生) 1 12 人
增加中文課節，詳情如下：
年級 原有( )節中文課 每週約增加( )節
一至六 8 1-2
內容如下︰
一至六
一至六
一至六
新來港非華語生(啟動課程)
高能力之非華語生(拔尖班)
2
1
中能力之非華語生(補底班) 2
□ 安排額外教師／教學助理在課堂上協助非華語學生學習，詳情如下︰
- 43 -
年級 班／組數目
每班／組有（ ）名
教師及／或教學助理 每班／組每週約( )節
跨學科中文學習，涉及的學科包括︰
年級 涉及的學科 每週約( )節
小一至六 中、音 全年約 2 天
小四至六 中、視 全年 1 天
小一至小六 中、圖 每月 1 次
□ 課後支援，詳情如下：
年級 課後支援小組數目 每組人數 每週每組( )節
其他支援(請說明)： 1. 課時的功課導修班，每週 3 天。
2. 新來港學童適應課程，全年共 30 小時
3. 非華語學童暑期中文銜接課程
9. 本校有／沒有*讓本地學生參與上述為非華語學生提供的支援。如有，詳情如下：
(i) 支援項目： 抽離學習 小組學習 額外中文課節
□ 額外教師／助理協作 跨學科中文學習 課後支援
其他 (請說明︰ 粵劇小組 )
(ii) 參與相關項目的非華語學生有 221 名(年級： 一至六 )，本地學生 24 名(年級：
一至六 )
(iii) 讓本地學生參與的考慮因素： 建構共融校園生活及提升中文學習
10. 本校會透過以下模式，評估支援措施的成效 (可選多於一項)：
校內評估的結果
本學年結束時或下學年開始時，使用「評估工具」的結果
非華語學生在中文活動的表現(例如在校際朗誦節、徵文比賽中獲得的獎項)
□ 其他(請說明︰ )
此外，我們會按教育局通告第 8/2014 號第 11 段所述，於學期結束時報告整體非華
語學生的總結性評估結果，特別是預期可銜接主流課堂的非華語學生數目(在中學方
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面，包括預期學生選擇各項出路的情況)。
(三) 建構共融校園
11. 本校除了將主要的學校通告及學校概覽(由家校合作事宜委員會出版)翻譯為英文版
外，亦會透過以下模式，加強與非華語家長的溝通：(可選多於一項)
提供英文版本的其他資料，例如： 學校網絡、校訊、展示板等
購買翻譯服務及／或*聘用少數族裔助理，直接與非華語家長聯絡
舉辦家長日、講座等相關活動，讓非華語家長瞭解學校的情況、其子女的學習進
度，以及學校提供的支援
其他 (請說明)： 測考頒獎禮，增加家長了解子女學習中文的情況
12. 本校會提升教師的文化敏感度，並在校內營造多元文化的環境，具體措施包括：(可
選多於一項)
舉辦／安排教師參與有關講座、研討會、工作坊等
舉辦多元文化活動，讓教師、學生及家長認識不同族裔的文化，例如︰節日、習
俗等
為學生推展同儕互勉計劃，鼓勵不同族裔的學生互相學習
□ 其他 (請說明)：
13. 本校會透過以下途徑，為非華語學生在課堂／學校以外，提供更多接觸本地同儕的
機會：(可選多於一項)
□ 與取錄較多華語學生的學校建立學習圈／結成伙伴學校
（伙伴學校名稱︰ ）
安排非華語學生參與社區服務
安排非華語學生參加制服團隊（例如：童軍、聖約翰救傷隊、航空青年團等）
鼓勵非華語學生參加政府／不同機構舉辦的活動(例如商校合作計劃、少年警訊等)
其他（例如聯校體育／藝術活動）(請說明)： 校際運動會、藝術活動(Islamic Art)
聯校共融活動(聖文德小學)
14. 在 2015/16 學年，本校會／暫時不會*與非政府機構協作，支援非華語學生。若會，
協作模式包括︰
有關機構為學校提供服務
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機構名稱︰ 生命工場
服務範疇／內容︰ 功課輔導、學生輔導
安排非華語學生及家長參加有關機構舉辦的活動（例如共融活動、社區服務、家
長班／講座等）
機構名稱︰ (待定)
活動名稱／內容︰ 社區義工服務(全年 4 次)
□ 其他（請說明）︰
(四) 撥款的運用
15. 按照 2015/16 非華語生人數，本校獲得撥款 1,500,000 元，上學年有關撥款餘
額約 446,579.86 元。根據教育局通告第 8/2014 號第 10 段，有關撥款只用於支
援非華語學生學習中文，有關計劃如下：(可選多於一項)
項目 預算開支
(約 元)
聘請中文教師 2 名 614,376
聘請教學助理 3 名 434,700
聘請少數族裔助理 1 名 129,780
購買教學資源(請簡述欲購買的資源及其用途)：
‧ 增潤補底課程
‧ Amazing China 認識中國文化課程
‧ 中國文化日
800
300
2,000
僱用專業服務(服務範疇／內容)：
‧ 粵劇小組(全年)
25,000
建構共融校園相關活動 2 項 2,000
□ 其他 (請說明)︰
共約 1,208,956 元
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16. 本校會充份運用獲得的額外撥款，支援本年度的非華語學生，預計不會有大量盈餘。
同時，本校會／暫時不會*調撥其他資源支援非華語學生的中文學習。
若會，請簡述︰NIL
(五) 其他 (如有需要，可夾附 1-3 頁相關資料)
NIL
