Concerns and goals

Level of achievement, for example:

Fully meet the standards;

Partially met;

Not meeting standards

Follow-up methods, such as:

Incorporate regular work;

Continue to set them as priorities for the next development cycle and adjust targets;

other

Remark

Concern 1:

Consolidate a harmonious and caring campus culture, enhance students' self-management abilities, cultivate a positive attitude towards life, and establish national identity.

Target:

Strengthen the cultivation of students' sense of responsibility and sense of responsibility, and become self-disciplined and rule-abiding students.

Promote Chinese culture, strengthen respect for others, care for others, and consolidate a harmonious and caring campus culture.

Improve students' self-management ability and cultivate their positive attitude towards life.

Help students appreciate Chinese culture and traditional values and establish national identity.

roughly meet the standards

In summary, the three years have shown improvement in students' self-management skills and positive growth in their attitudes towards life. Students have also gained a deeper understanding of national development and a stronger sense of national identity.

However, there are also the following points worth noting: Due to the impact of the epidemic, there are no physical classes, and students' awareness of classroom routines needs to be strengthened; in terms of self-management, more attention should be paid to students' healthy living habits; students' sense of national identity mainly remains at the level of knowledge, and can be strengthened at the emotional and behavioral levels in the next cycle.

The 2022-2023 stakeholder questionnaire showed that teachers, students and parents’ perceptions of “student growth support” were 4.0, 3.6 and 4.1 respectively, reflecting that the school’s student growth support work is recognized by stakeholders.

The school has established a National Security and National Security Education Committee, and appointed Vice Principal Cai Yinyin as the dedicated coordinator to lead the school in strategically planning national education (including national security education) with a whole-school participation model.

APASO shows that high school students have Q-values of 112 or above and P-values of 78.8 or above in all "National Identity" sub-scales, and junior high school students have Q-values of 115 or above and P-values of 84.1 or above in all "National Identity" sub-scales. Students have a high sense of national identity, which reflects that the activities planned by the school can effectively help students appreciate Chinese culture and traditional values, and thus establish national identity.

In promoting Chinese culture, appreciating Chinese culture and traditional values, and building national identity, over the past three years, all subjects have clearly incorporated elements of national security education into the curriculum framework and schedule to enhance students' understanding and identification with the country.

Due to the impact of the epidemic in the past three years, according to teachers' observations and feedback, students' learning environment and mode have been conducted in the form of ZOOM for a long period of time, which has had a certain impact on students' group development and self-management ability.

Through a variety of curricular and extracurricular activities, the school has laid a solid foundation in helping students develop a sense of national identity during this development cycle. Therefore, in the next cycle of the school development plan, the school will continue to help students deepen their understanding of national development and cultivate an appreciation for Chinese culture and traditional values across the three dimensions of "knowledge, emotion, and action."

The school has signed a sister school agreement with Chengdu No. 7 Middle School, Yucai School, in Sichuan Province, and has reestablished a sister school partnership with Mianyang Middle School in Sichuan Province. The school will regularly arrange online and offline exchange meetings with the two sister schools in Sichuan, and organize student visits to the two sister schools during the annual Easter holidays to strengthen connections and exchanges between teachers and students, and enhance their understanding of domestic education and national development.

The 2022-2023 APASO Self-Concept Survey shows that while the Q-value for self-concept (emotional stability) among high school students was 116 (with a P-value of 85.7), the Q-value for self-concept (emotional stability) among junior high school students was only 91 (with a P-value of 27.4). Students also had low self-concepts for "parental relationships" and "same-sex relationships." Furthermore, a stakeholder survey revealed that only 49.6% of students agreed that they could practice healthy lifestyles, such as maintaining a regular sleep and rest schedule, exercising regularly, and knowing how to manage stress. This suggests that helping students develop healthy attitudes and lifestyles warrants attention.

The pandemic of the past few years has had a certain impact on students psychologically, physically and socially. As society accelerates its pace of recovery, we will focus on promoting a healthy lifestyle in our next school development plan to respond to students' physical and mental development needs and help them develop a healthy and positive attitude towards life.

The school's administrative structure will be optimised by transferring the Moral and Civic Education Section from the Student Growth Support Section to the Learning and Teaching Section, which will be led by Vice Principal 1 (Learning and Teaching). Regular Learning and Teaching Section meetings will be held to coordinate arrangements within and outside the regular curriculum and promote values education in a more systematic manner.

Concern 2:

Cultivate students' national consciousness through a "multi-approach and mutual cooperation" approach; strengthen the Internet and e-learning platforms, strive to cultivate independent learning ability, develop strengths, and thus build learning confidence.

Target:

Building on past achievements, all subjects will further promote the development of e-teaching and learning models to consolidate students' diverse learning abilities.

Strengthen students' responsibility, perseverance and goal-oriented character, thereby enhancing their learning autonomy.

According to the national security education curriculum framework, national security education is naturally linked to help students understand the importance of safeguarding national security.

Systematically promote and implement gifted and STEM education to enable students with potential to develop their strengths.

Catering for students with special learning needs and helping them build self-confidence.

roughly meet the standards

To sum up the situation over the past three years: students' awareness of national security has been consolidated, which has helped to enhance their national consciousness;

By promoting and disseminating e-learning methods and various e-learning tools, students' learning autonomy is enhanced and their diversified learning abilities are improved. Through formal courses, various after-school activities and the effective use of external resources, schools can effectively cater for the needs of students with stronger learning abilities. The promotion of STEM can also help students to develop their strengths and extend their learning abilities.

Although the promotion of national safety education is still in its early stages, the work already underway has yielded promising results. Each subject has aligned itself with the school's priorities, using various topics and issues to help students understand the country's excellence in various areas and to appreciate China's achievements. The efforts of the subject groups have earned praise from teachers.

All subjects have included elements of national security education and values education in their progress charts at all levels, and some subjects have shown good results. For example, the Chinese History subject was able to integrate the curriculum and arrange for all Secondary 2 and Secondary 3 students to visit the Hong Kong Palace Museum. This deepened students' understanding of national history and development, thereby enhancing their national identity; the high-speed rail study tour on "Sun Yat-sen's Revolutionary Process in Guangzhou" helped students understand modern Chinese history; the Civics and Social Development subject arranged for all Secondary 5 students to visit Shenzhen to investigate innovative technology development and cultural conservation, which enabled students to deepen their understanding of national conditions; the Information and Communication Technology subject arranged for Secondary 3 students of our school and Secondary 3 students of Tianjin No. 20 Middle School to participate in the "Hong Kong-Tianjin Science and Technology Innovation Cloud Study Course" hosted by Dr. Zhang Yang of SenseTime Technology, exploring the mysteries of AI artificial intelligence technology and building a "circle of friends" and "learning circle" with Tianjin students.

APASO shows that the Q-values and P-values of students in all sub-scales of "National Identity" reflect that students have a high sense of national identity, indicating that the school's plan to cultivate students' national concepts through "multiple approaches and mutual cooperation" can be effectively implemented.

The STEM program offers a comprehensive and engaging range of activities, highly interactive and accessible to students of all grades and backgrounds, not just high school science majors. This broad reach fosters high student engagement and provides students with opportunities for self-improvement after school. Students actively participate in STEM activities and have won numerous external awards, which helps them discover their potential and build confidence.

The school has a plan to arrange different services for students with special needs to effectively improve their learning skills and thereby help enhance their learning confidence.

Each subject has established a framework to promote national security education, laying a solid foundation. Further efforts are needed to strengthen collaboration and communication between subject groups, promote cross-disciplinary and cross-disciplinary (KLA) collaboration, and cultivate students' national perspectives.

Students should strengthen their theoretical foundations when designing and producing STEM projects, and be able to clearly express their design concepts in writing. Teachers can provide more guidance during debriefing to cultivate students' positive attitudes. Students' writing skills need to be strengthened, and this area could be a key area of training next year.

More diversified activities can be incorporated into the school-based gifted curriculum, such as artificial intelligence, operating robots to write and draw, aquaponics/hydroponic systems, etc.

The measures to cater for students with special educational needs are comprehensive and effective, with a wide range of support activities, both inside and outside the classroom. These measures and arrangements (e.g. the "Classroom Support" programme) can be made permanent and continue to be developed.

Concern 3:

Optimise teacher professional growth planning and establish a professional ladder described by "T-Standard+" to meet the needs of school development.

Target:

Assist teachers to review their personal learning progress and needs, and reflect on their professional development needs using the "T-Standard+".

Establish a culture of appreciation and care, ignite teachers' mission of "cultivating people" and their sense of responsibility for the "long road ahead", meet students' growth needs, and cultivate students' character.

Make good use of information technology and diverse teaching strategies to help students learn independently and unleash their innovative spirit.

roughly meet the standards

To summarize the situation over the past three years: Despite the impact of the pandemic, teachers' information technology capabilities and diversified teaching strategy skills have improved to a certain extent; through school-based training and sharing, the Teacher Development Group has gained a certain degree of knowledge and understanding of the "T-Standard+", but a small number of teachers still expressed that they are not very clear, and some teachers have not used the "T-Standard ⁺ " to examine their own professional development needs; the culture of appreciation among teachers can be further strengthened.

The Teacher Development Section regularly introduces the concept of "T-Standard+" to staff through school-based sharing sessions and arranges time for staff to set goals for their personal professional development needs.

Teachers across the disciplines are increasingly collaborating and sharing their teaching experiences, generating new ideas, and fostering mutual learning. School-based support programs are also effectively supporting teachers and enhancing teaching effectiveness. Stakeholder surveys also revealed that teachers rated "professional development" at 3.7.

The Teacher Development Unit also collaborates with various groups to enhance teachers' IT capabilities to improve learning and teaching effectiveness. For example, workshops organized by the IT Unit help teachers learn electronic tools, such as the Microsoft Teams system, to cater to the needs of cross-border students. Furthermore, the Multifaceted Learning Strategies Unit arranges e-learning sharing sessions at every staff meeting, effectively demonstrating various e-learning tools and helping teachers utilize different computer software or platforms to enhance teaching effectiveness.

The Teacher Development Group can help individual teachers in need to reflect on their teaching roles and understand the importance of their own professional development.

In the next academic year, the school's administrative structure will be optimized by adding the post of Vice-Principal 3 (Development and Administration). This post will lead and strengthen the Teacher Development Group, which will be renamed the Staff Appraisal and Development Group. This group will coordinate the performance appraisal arrangements and records of related staff development activities. By reviewing performance appraisal records and training status, this group will assist teachers in reflecting on their work and in setting their personal professional development goals in a more systematic manner based on the "T-Standard+".

The plan will see teachers met annually by the principal/vice-principal to jointly set short-term or long-term professional development goals. This will motivate colleagues to use the "T-Standard+" as a blueprint for their career development.

The following three questions are provided as a reference for schools to reflect on how well they are currently promoting students' whole-person development and lifelong learning. During this reflection process, schools may refer to the various performance indicator areas and key questions in the "Performance Indicators for Hong Kong Schools." Schools should be evidence-based and data-driven, flexibly integrating the various performance indicator areas and focusing on analyzing how well they are doing. This includes an overall review of work effectiveness (it is not necessary to report school performance by performance indicator area and the seven learning goals), and identifying areas for improvement. For details, please refer to paragraph 3.3.1(b) of the "Instructions for Preparation" and the Annex to the document.

How do students perform in achieving the seven learning goals?

In terms of national identity, students have a better understanding of national development and their sense of national identity has increased.

In terms of organizational policy, the school has established a National Security and National Security Education Committee and appointed Vice Principal Tsai Yin-yin as the dedicated coordinator. This committee leads the school in strategically planning national education (including national security education) through a whole-school approach. This focus is placed on promoting national and national security within and outside the formal curriculum and through other activities. This effectively enhances students' understanding of national development and their sense of national identity. Observations of daily school activities show that the Moral and Civic Education Division regularly arranges flag-raising ceremonies and speeches under the national flag (including speeches on topics such as the September 18th Incident (national security), national construction/poverty alleviation achievements, China's technological achievements (quantum computers/DJI), China's technological achievements (Yuan Longping/Tu Youyou), Chinese golden sayings, the importance of law-abidingness (news events), China's information achievements (5G/Beidou, quantum communications), and historical figures (the War of Resistance Against Japanese Aggression and Ho Fung-shan). The vast majority of students respect the national flag and anthem, demonstrating appropriate etiquette during the flag-raising ceremony.

Through participating in various activities such as the 2022 Basic Law Promotion Ambassador Design Competition, the Chinese Culture Association's "Wen Xie Cup" Essay Competition, the "Understanding China and Hong Kong Development" Virtual Ambassador Design Competition, and the "National Security" Slogan Creation Competition, students have not only received commendations or various awards (please refer to the "Student Performance" section for details), but have also gained a wealth of knowledge about national culture, the latest national technological developments, and Hong Kong's constitutional development. The teacher in charge observed that students actively participated in the activities and competitions, and their works demonstrated their appreciation for the country's technological development, traditional culture, and their sense of national identity.

This demonstrates that, through the integration of various curricular and extracurricular activities, the school has laid a solid foundation in helping students develop a sense of national identity during this development cycle. Therefore, in the next cycle of the school development plan, the school will continue to help students advance from understanding national development to appreciating Chinese culture and traditional values across the three dimensions of "knowledge, emotion, and action."

In terms of a broad knowledge base, language proficiency and generic skills, students' performance is generally good.

In terms of e-learning, by promoting e-learning methods and various e-learning tools, students' learning autonomy and diversified learning abilities have been enhanced. At the school's self-evaluation meeting for all faculty and staff held in May of the 2022-2023 academic year, teachers agreed that these devices have increased classroom interactivity and improved both learning and teaching effectiveness. During class observations, students showed great interest in e-learning and engaged in class. Students are able to enhance their learning autonomy through various e-learning tools and platforms, such as Quizlet, Google Forms, the online self-learning platform "Pianpian Liuying," and Nearpod. The STEM team offers a comprehensive and well-rounded range of activities, highly interactive and accessible to students of all grades and backgrounds, not just high school science majors. This broad reach and high student engagement provide students with opportunities for self-improvement after class. Students actively participate in STEM activities and have won many external awards (see the school's annual report for details), which helps to discover their potential and build their confidence. However, the 2023 APASO shows that students' initiative needs to be strengthened in the relevant scales of "Generic Skills" (Q-value is 106, P-value is 65.5).

In terms of general abilities, APASO showed that the students' Q-values in the "General Abilities" scale were between 105-116, and the P-values were between 63.1-85.7, which indicated that the students performed well in general abilities.

Information literacy: APASO shows that the students' Q-value in the "Information Literacy" scale is 116, and the Q-value of one of the sub-items, information technology (less use of leisure time), is 88, with a P-value of 21.2. The data shows that students perform well in information literacy.

Regarding life planning, the school offers a weekly life planning class for Secondary 3 to Secondary 5. This class, built on a school-based curriculum framework, allows students to systematically understand the importance of life planning and learn how to plan their own further studies and careers. The APASO survey shows that students' Q-values on the "Life Planning" scale range from 88-116, while their P-values range from 17.5-85.7. However, students' performance in the specific sub-items of career vision (considering others' expectations/plans; considering personal abilities) still needs improvement, and this could be addressed more effectively in life planning classes.

Regarding healthy lifestyles, the APASO Self-Concept survey shows that while the Q-value for high school students' self-concept (emotional stability) is 116 (P-value 85.7), the Q-value for middle school students' self-concept (emotional stability) is only 91 (P-value 27.4). Students' self-concept (parental relationships) and self-concept (same-sex relationships) are also relatively low. Furthermore, the stakeholder survey revealed that only 49.6% of students agreed that they could practice healthy living, such as maintaining a regular schedule, exercising regularly, and knowing how to manage stress. This suggests that helping students develop healthy attitudes and lifestyles warrants attention. These data are very consistent with what colleagues shared at the school-based self-evaluation sharing session, and this will be an area that requires further attention in the next school development plan.

Students actively participate in various activities. Through the planning, implementation, and review of activities such as the Student Union and Society Officer elections, they develop self-awareness, learn collaboration, and enhance their problem-solving skills. The school prioritizes the development of students' character and maintains a strong school ethos. Students are disciplined, polite, and positive. The Student Achievement Team provides timely and appropriate rewards to students through various channels, such as morning assemblies, weekly meetings, the school website, the lobby video system, the Honor Roll, and conduct scores. This recognition is given to students who demonstrate outstanding academic performance and academic progress, fostering a positive and encouraging campus environment.

In addition to regular fundraising activities such as flag-selling events, blood donation days, and casual clothing days, the total number of participants in volunteer services and leadership training activities in the 2022-2023 academic year was 324, with a total service time of 670.5 hours, demonstrating that students are willing to serve the community.

In terms of extracurricular performance, the school has students who win the title of Outstanding Student of Tai Po District every year. In the 2022 Tai Po District Outstanding Student Election, 6A Zeng Qianyao won the Tai Po District Outstanding Student (Senior High School Group) Award, and 2A Huang Zhongting won the Tai Po District Outstanding Student (Junior High School Group) Award. 6A Liu Zhengkai, 6B Lai Xiaocheng and 6D Yip Hoi-ki won the Laws Charity Foundation and Education Bureau Applied Learning Scholarship. 6B Zheng Xiaonan and 6C Yin Zhiwei won the Sir Edward Youde Memorial Fund High School Student Award. Every year, the school recommends students with outstanding performance in different areas to the Hong Kong Academy for Gifted Education.

After rigorous testing and assessment by the Academy, 10 students from the 2022-2023 Gifted Academy alone passed the third stage of selection and officially became gifted students.

Most of the school competitions have been resumed this academic year, and students have also performed well in off-campus competitions. This academic year, 37 championships, 46 runner-ups, 59 third places, 6 fourth places and 164 merit awards were won, totaling 312 awards. The more outstanding awards include: 4A Dai Zhuohuan won the championship of the first "China Space Dream" Hong Kong Knowledge Competition; 6A Zeng Qianyao won the first prize in the advanced group of the Hong Kong Secondary School Chinese History Study Award Scheme; in the 2022 Hong Kong Youth Skills Competition, 3A Zheng Ying won the "Digital Construction" junior high school group championship; 5A Lai Xizhi won the "Catering Services" high school group championship; the dance group won the gold medal in the 41st Inter-school Dance Competition in Tai Po District;

In terms of sports development, our school actively encourages students to participate in sports activities, and has performed well in events such as football, long-distance running and skipping. The men's football team and the women's basketball team won the senior group championships in this year's inter-school football and basketball competitions respectively, representing Tai Po and North District in the Hong Kong Elite Competition; our school's women's team won the Top Ten Schools Award in the annual championship of the Tai Po and North District branches of the School Sports Federation.

(Students' performance is primarily reflected in Performance Indicator Category 4. Schools can review students' overall performance in achieving the seven learning goals, including their values and attitudes, knowledge, generic skills, academic and non-academic performance, and areas for improvement. Schools may refer to key questions in Performance Indicators 4.2 Learning Performance and 7.1 Affective Development and Attitudes.)

To promote students' all-round development and lifelong learning, how are schools performing in enriching students' learning experiences?

The school has always attached great importance to promoting students' all-round development and lifelong learning.

In terms of curriculum leadership, the "Learning and Teaching Division" is composed of the Vice-President (Learning and Teaching) who is also the Dean of Academic Affairs, the Chairman of the Information Technology Committee, and the Chairman of the Multi-faceted Learning Strategies Committee to coordinate the development of learning and teaching across the school.

To implement the three-year plan, the Multifaceted Learning Strategy Committee, under the coordination of the Multifaceted Learning Strategy Committee, has fully supported e-learning efforts across all learning areas, promoting the development of e-learning and learning models to strengthen students' diverse learning capabilities. Due to the impact of COVID-19, teachers have gained greater confidence in using online live video teaching software (ZOOM), Google Classroom, Jamboard, Good Note, eClass, and recorded teaching videos. This has enabled teachers and students to conduct effective learning and teaching activities during the pandemic, fostering a lifelong learning spirit among students.

In terms of curriculum arrangement, in addition to following the curriculum and class hours guidelines for various learning areas of the Education Bureau, we have implemented the promotion of national security education. On September 1, 2021, the school arranged for all teachers to participate in the "National Security Education Teacher Workshop in Schools" organized by the Education Bureau to give teachers more confidence in implementing and promoting national security education in daily teaching. The Academic Affairs Group also asked each subject to refer to the "Hong Kong National Security Education Curriculum Framework", add elements of national security education to the teaching schedule, and implement and improve the elements of national security education in the curriculum to enhance students' sense of belonging to the country and the nation. Although the work of promoting national security education is in its infancy, the work carried out has achieved good results. Each subject can cooperate with the school's concerns and, through different matters or topics, let students understand that the country has excellent performance in different aspects and learn to appreciate China's achievements. The efforts of the subject group have been appreciated by the teachers. APASO shows that high school students have Q-values of 112 or above and P-values of 78.8 or above in all sub-scales of "National Identity", and junior high school students have Q-values of 115 or above and P-values of 84.1 or above in all sub-scales of "National Identity". Students have a good sense of national identity, but from the observation of classes, most students' classes focus only on the knowledge level, and the emotional and behavioral aspects still need to be strengthened to deepen national identity and sense of belonging.

All subjects adopt an accessible teaching approach, using continuous assessment to identify students' weaknesses. Teachers can adapt the curriculum and flexible assessment methods to cater to students of varying abilities. Language subjects are taught in small classes through both grouping and splitting. Junior high school Chinese and English subjects adopt a 4-class, 5-group model, using learning materials tailored to student ability. The school utilizes additional resources to arrange small classes for senior high school Chinese, English, Mathematics, and Secondary 5 and 6 General Studies, reducing the student-teacher ratio. This enhances teacher-student interaction and facilitates the care of students with diverse needs. Through curriculum adjustments, teachers have divided the curriculum into three levels: core, extended and advanced. Students with lower abilities only need to complete the core part; English enrichment classes are offered for students with lower academic performance; in addition to the 100% examination papers in junior high school Chinese, mathematics, computer and science, 20% of challenge questions will be added; for some English examination papers in Secondary 2 and 3, two sets of examination papers will be set up according to students' level and English proficiency to cater for students' learning diversity and consolidate their English foundation; the proportion of "regular marks" will be increased to 30% to strengthen continuous assessment; "Exam Preparation Guidelines" will be formulated, clearly stipulating that general questions account for 40%, extended questions account for 40%, and higher-order thinking questions account for 20% to assess students of different abilities; assessment adjustments are provided for students with special learning needs, including extra time and examination venue arrangements, and teachers are arranged to participate in relevant training and development organized by the Education Bureau in an orderly manner to accurately grasp the learning situation of students with special learning needs and formulate effective measures to improve their learning effectiveness.

Each of our classes has a homeroom teacher's day every day to strengthen communication and connection between homeroom teachers and students; we have added school-based moral education lessons in junior high school. Through exploring different scenarios, sharing videos and discussing them, and requiring students to write reflections, this helps to cultivate students' correct values and empathy; from Secondary 1 to Secondary 3, we have a school-based LAC interdisciplinary English reading class to strengthen students' application of English vocabulary from different subjects; from Secondary 3 to Secondary 5, we have a school-based career planning class to enable students to deepen their self-understanding and better plan their future studies and employment, which helps to promote students' all-round development.

In recent years, the school has actively developed STEM/STEAM and gifted education. A STEM and Gifted Education Division has been established within the school's administrative structure. This division meticulously designs STEM courses at the primary and secondary levels. Through participation in the STEM school-based support program hosted by the Hong Kong University of Education, the school has systematically integrated the curriculum across Science, Computer Science, and Design and Technology. The dedicated STEM room on the first floor and the newly renovated Design and Technology Room have been instrumental in promoting STEM education and activities. Despite the impact of the pandemic, dozens of students have completed gifted/STEM programs at the Academy for the Gifted, City University, CUHK, Polytechnic University, Lingnan University, and HKBU over the past three years. In the 2022-2023 academic year, the school actively participated in external STEM/gifted activities and competitions, including the Innovation & Technology @ Tai Po 2022 Exhibition, the HSBC Hong Kong Community Partnership Program, the Greater Bay Area STEM Excellence Awards 2023 (Hong Kong) Science Experiment Group, the Greater Bay Area STEM Excellence Awards 2023 (Hong Kong) (Environmental, Social and Governance Category), and the Greater Bay Area Student Science and Technology Competition. At the "Innovation@Tai Po 2022" exhibition, our school won the "My Favorite STEAM Project" secondary school category championship. The exhibition featured many technology companies and experienced schools. One participating technology company admired our school's "Tidal Aquaponics System" and offered suggestions for improvements. Subsequently, our school partnered with one of the technology companies to teach students to build a "Vertical Hydroponic System" after class.

In addition, the Special Education Needs Coordinator and the Special Education Needs Specialist Teacher are dedicated to assisting students with special learning needs, such as helping with grouping, providing classroom assistance, and providing after-school support for their emotional and learning needs. At the 2022-2023 Three-Year Plan Review Meeting, colleagues expressed their appreciation for the dedication of the Special Education Needs staff, which has helped students achieve greater confidence in their studies and engage more fully with campus life.

Every year, the school makes good use of the Life-wide Learning Fund, external resources and other subsidies to provide students of different grades and subjects with a variety of activities, including: one-day cultural tours to learn about Hong Kong, exchange tours to mainland China and abroad (Guangzhou, Tianjin and South Korea, etc.), activities to appreciate Chinese culture (face changing, lantern riddle guessing and Huichun writing, etc.) and table etiquette training. In addition to attending classes in school, students can go out of the classroom and obtain holistic and balanced development.

(Schools' performance in this area is mainly reflected in Performance Indicator Areas 2 and 3. Schools can review their overall efforts and effectiveness in enriching students' learning experiences. For example, whether and how they can provide students with a broad and balanced curriculum, including life-wide learning activities, to broaden their horizons and cultivate their lifelong learning capabilities. Schools may refer to key issues in Performance Indicators 3.1 Curriculum Organization and 5.1 Student Growth Support.)

To promote students' holistic development and lifelong learning, how has the school performed in leading the team to continuously improve and develop?

The school has established an Incorporated Management Committee (IMC) and fully implements school-based management (SBM). This includes a School Advisory Group and several administrative groups. Through regular teacher-student discussions and in response to student needs, all faculty members jointly formulate policies and goals. A self-evaluation meeting is held annually in May, where teachers discuss and provide feedback based on the school's annual/three-year plan and various data (such as stakeholder surveys and APASO). This helps the school management better understand the implementation of policies and facilitates appropriate adjustments and revisions.

The school has been using the following strategies to build a sense of belonging among teachers:

Common goal, concerted efforts

Basic requirements for collaboration: empowerment, responsibility, and leveraging strengths

The beliefs behind work assignments; reviewing gains and losses, and reorganizing strategies

Only by continuous exploration can we strive for excellence

Teachers are very supportive of the management. In the teacher stakeholder questionnaires conducted over the past two years, the average scores for teachers' perceptions of school management, principal management, vice-principal management, and middle-level management were all above 4.

Following the approval of Education Bureau Circular No. 6/2020, starting from the 2020/21 school year, secondary schools with 24 classes or more may upgrade three Senior Graduate Teacher (SGM) positions to Principal Graduate Teacher (PGM) rank, with the appointment of Vice-Principals. To meet the long-term development needs of schools and the rapid pace of educational development in recent years, schools will optimize their administrative structure and create a third Vice-Principal position starting from the 2023-2024 school year. This will allow for a more detailed division of labor among Vice-Principals and enhance effectiveness in promoting curriculum reform, external relations, and student development.

The school has always attached great importance to teacher development. Stakeholder surveys revealed that teachers' professional development rating was 3.7, reflecting that teachers' professional growth plans are aligned with school development and student needs. The school has a dedicated administrative team (the Teacher Development Team) to plan, arrange, and review school-based teacher development plans. Various teacher development days and activities are held annually. During the May self-evaluation meeting, a dedicated session is set aside to review the school's teacher development needs and the implementation of relevant policies. This allows the Teacher Development Team to better understand policy implementation and make appropriate adjustments and revisions. To ensure management's understanding of teacher development needs and their implementation within the school, all Vice Principals are ex officio members of the Teacher Development Team and are required to attend its meetings. In recent years, the Teacher Development Team has continued to arrange seminars related to the "T-Standard ⁺ ," but a small number of teachers still express a lack of clarity. Some teachers have not yet used the "T-Standard ⁺ " approach to assess their own professional development needs. The Teacher Development Team can help individual teachers in need reflect on their role as teachers and understand the importance of their own professional development.

The school has established a teacher assessment system covering different aspects (class observation, course inspection, administration, subject matter, extracurricular activities and personal development, etc.) to help teachers better understand their own development needs. It is planned that teachers will be met by the principal/vice-principal annually to jointly set short-term or long-term professional growth goals. This will further motivate teachers to use the "T-Standard+" as a blueprint for their career development.

(Schools' performance in this area is primarily reflected in Performance Indicator Area 1. Schools can review their leadership team's performance in continuous improvement and development through areas such as consensus building with stakeholders, professional leadership and development, utilization of human and financial resources, collaboration and support, and reflect on how to strengthen the effectiveness of work in other areas through school management and organization. Schools may refer to key issues in Performance Indicators 1.1 Planning and 2.1 Leadership and Monitoring.)

When formulating future development priorities, schools can build on the reflections from the previous section (4b) and, taking into account students' needs and the school's capacity for continuous improvement and development, further consider how they can better help students achieve the seven learning goals. For details, please refer to paragraph 3.3.1(b) of the "Instructions for Preparation" and the Annex to the document.

What do students need?

On the seven learning objectives:

Although the promotion of national safety education is still in its infancy, the work already underway has yielded promising results. Each subject, aligned with the school's priorities, has used various topics or issues to help students understand the country's outstanding performance in various areas and learn to appreciate China's achievements. The efforts of the subject groups have been commended by teachers. The APASO survey shows that high school students achieved Q-values of 112 or above and P-values of 78.8 or above on all "National Identity" subscales, while junior high students achieved Q-values of 115 or above and P-values of 84.1 or above on all "National Identity" subscales, indicating a strong sense of national identity. Building on this strong foundation, we hope to further develop students' emotional and behavioral development, in addition to their intellectual development. Through in-class and extracurricular activities and domestic exchanges, we aim to enable students to not only understand the country's development but also to develop a sense of pride and identification with its culture and development.

Regarding student learning, after three years of fatigue, students need to improve their learning confidence, learning strategies, motivation, and study routines after returning to physical classes. The 2023 APASO survey shows that students' initiative is lower than other areas in the Generic Skills scale (Q-value of 106, P-value of 65.5), indicating that student initiative also needs to be strengthened.

APASO shows that students still need to improve on the individual details of "Life Planning" - career vision (considering the expectations/plans of others; considering personal abilities). This can be strengthened in life planning classes.

Regarding a healthy lifestyle, the APASO Self-Concept survey shows that while the Q-value for high school students' self-concept (emotional stability) is 116 (P-value 85.7), the Q-value for junior high students' self-concept (emotional stability) is only 91 (P-value 27.4). Students' "Self-concept (Relationships with Parents)" and "Self-concept (Same-Sex Relationships)" are also relatively low. Furthermore, the stakeholder survey revealed that only 49.6% of students agreed that they could practice a healthy lifestyle, such as maintaining a regular schedule, exercising regularly, and knowing how to relieve stress. This suggests that helping students develop healthy attitudes and lifestyles warrants attention. These data are very consistent with what colleagues shared at the school-based self-evaluation sharing session. In our next school development plan, promoting a healthy lifestyle will be a focus to address students' physical and mental development needs and help them develop a healthy and positive attitude towards life.

The three-year pandemic has greatly reduced the opportunities for most students to learn interpersonal relationships. Increasing student participation in social services is a development direction that can be considered. In addition to helping students with group development, it is also beneficial in training personal confidence and common skills.

(Schools may summarise the reflection results of the first question in the previous section (4b) - students' performance in achieving the seven learning goals, and consider in which areas they can further promote their whole-person development in accordance with their interests, abilities, learning and growth needs at different learning stages.)

What energy does the school have to continue to improve and develop?

In terms of administrative structure:

The school has a clear administrative structure, with dedicated deputy principals and administrative teams responsible for school administration, learning and teaching, student development, and external relations. Due to the rapid development and demands of education in recent years, and in accordance with Education Bureau Circular No. 6/2020, starting from the 2020/21 school year, three Senior Graduate Teachers (SGM) positions in secondary schools with 24 or more classes may be upgraded to the Principal Graduate Teacher (PGM) rank, serving as deputy principals. To support the school's long-term development needs, the school will optimize its administrative structure and create a third deputy principal position starting from the 2023-2024 school year to further clarify responsibilities.

- A third Deputy Principal (Development and Administration) will be established, with one of the key leadership roles being the Staff Appraisal and Development Team, which will oversee the arrangements for staff appraisals and records of related staff development activities. By reviewing appraisal records and training status, the team will help teachers reflect on their own needs and those of their students, thereby further promoting teaching and research.

- Create the position of Deputy Head under the Deputy Principal or individual group, and train new colleagues with old experience to cultivate potential colleagues, train talents for the school and promote the long-term development of the school.

2. In terms of employee management:

The establishment of a third Vice-Principal will provide greater flexibility for management. Annual meetings with teachers by the Principal/Vice-Principal will allow staff to collaborate on short-term and long-term professional development goals. This will enhance teacher professional growth and further the long-term development of the school. The establishment of a third Vice-Principal will also effectively relieve the Principal of some administrative responsibilities, allowing the Principal to devote more time to lesson observation and communicating with colleagues on school-based learning and teaching development needs.

3. In terms of resource utilization:

- The school will also make good use of resources and hire an additional foreign English teacher to assist in improving the junior high school LAC interdisciplinary English curriculum and the senior high school reading festival.

- Schools will also increase resources to promote student participation in community services, which will help encourage more students to participate in relevant services and activities.

- Schools will continue to make good use of CEG to recruit additional staff/teaching assistants and will also consider introducing various electronic methods to handle simple administrative matters, allowing teachers to devote more time to learning and teaching/student development.

4. External Contact:

In May 2022, the school signed a sister school agreement with Chengdu No. 7 Middle School, Yucai School, in Sichuan Province. The school also reconnected with Mianyang Middle School in Sichuan Province, continuing its sister school relationship. The school will regularly arrange video conferences with both sister schools in Sichuan, and organize student visits to both schools during the annual Easter holidays to strengthen connections and exchanges between teachers and students, and enhance their understanding of domestic education and national development.

(Schools can summarize the reflection results of the second and third questions in the previous section (4b) - the school's performance in enriching students' learning experiences and leading the team to continuous improvement and development, and reflect on their own strengths and areas for further improvement, such as the effectiveness of school self-evaluation, the professional energy and consensus of the school's teaching team, parental support, available human and financial resources, etc., so as to strengthen professional leadership and enhance the school's energy for continuous improvement and development, thereby promoting learning and teaching effectiveness.)

What are the school's development priorities in promoting students' all-round development and lifelong learning?

Based on various data and discussions with teachers during school self-evaluation meetings, we will formulate the school's focus for the next three years, focusing on national and global citizenship, generic skills, a broad knowledge base, and a healthy lifestyle as the main development pillars, to further provide students with opportunities for holistic development and lifelong learning.

(Schools may summarise the results of their reflections on the first two questions of this section - students' needs and the school's energy for continuous improvement and development - and consider how to best utilise the school's energy to promote students' all-round development, and formulate the school's work priorities for the next development cycle.)

Matters of concern

Target

schedule

(Please add ü)

Strategy Outline

Seven Learning Goals (Relevant Primary Education / Secondary Education * Learning Goals) [III]

First Year

Second year

Year 3

1. Strengthen students’ national and global citizenship identity

- Enhance students' understanding of the country

and a sense of national belonging

- Improve students' understanding of news

Knowledge and interest at the time

ü

ü

Strengthen overall curriculum planning and enrich learning experiences both inside and outside the classroom through whole-school engagement

Indicate the relevant plans and arrangements in the plans of each department/group

Relevant arrangements will be shown in the progress charts for each subject

Strengthen the campus atmosphere and build students' understanding of the country and sense of belonging

Strengthen external connections, organize/participate in exchange activities with domestic institutions (e.g. sister schools), and enhance students’ understanding of the country and their sense of belonging.

Increase students' participation in activities to understand the country's history, culture and development, enhance students' understanding of the country, and thus enhance students' appreciation of Chinese culture

Enhance teachers' professional competence, for example, by improving their questioning skills during class to help them teach, so that students can not only gain knowledge, but also deepen their appreciation of Chinese culture and the development and achievements of modern China.

- Enhance the school atmosphere and increase students' knowledge and interest in news and current affairs

National and global citizenship

Common capabilities

Broad knowledge base

Career Planning

Cultivate students to become active learners

Enhance students' learning confidence and learning strategies

Improve students' reading ability and interest

ü

ü

ü

Strengthen overall curriculum planning and enrich learning experiences both inside and outside the classroom through whole-school engagement

Indicate the relevant plans and arrangements in the plans of each department/group

Relevant arrangements will be shown in the progress charts for each subject

Regularly provide teacher courses on gifted training and encourage teachers to participate; or invite experienced instructors to give lectures in schools to enhance teachers' understanding of gifted training, thereby helping gifted students improve their confidence and learning strategies.

Enhance students' confidence and interest in learning English

Make good use of the reading resources of the Hong Kong Education City and participate in other related reading promotion activities and competitions to enhance students' reading ability and interest

Purchase e-reading platforms such as e-Reading Project and Hyread HK to enhance students' interest in reading

Common capabilities

Language proficiency

Broad knowledge base

Promote a healthy lifestyle among students

(WHO: physical, psychological and social)

Psychology: Build students' positive values and thoughts

Physiology: Increase students' knowledge of maintaining physical health and cultivate healthy living habits

Social: Help students build good interpersonal relationships and learn how to get along with others

ü

ü

Strengthen overall curriculum planning and enrich learning experiences both inside and outside the classroom through whole-school engagement

Indicate the relevant plans and arrangements in the plans of each department/group

Relevant arrangements will be shown in the progress charts for each subject

Optimize the curriculum content of junior high school moral education courses and increase students' opportunities for reflection.

Strengthen home-school cooperation to jointly help students develop healthy living habits

Strengthen the collaboration between the school's social service groups/extracurricular activities organizations and the community relations team to encourage and promote students to participate more in social/community services

Increase opportunities for students to participate in community/social/class service

Healthy lifestyle

Information Literacy

Common capabilities

Broad knowledge base