PLK HKTA YUEN YUEN PRIMARY SCHOOL

Annual School Plan

2021-2022

1. About Po Leung Kuk

2. School Vision & Mission

School Vision

We believe that every child in our school can achieve the following goals:

❖ Academic Excellence

❖ Explore their Potential

❖ Love, Respect, Diligence and Integrity

❖ Grasp Principles and Cultivate Virtue

School Mission

❖ We love our children

❖ We care about our children

❖ We offer an excellent learning environment and ideal facilities to enhance effective and enjoyable learning

❖ We provide various learning experiences and opportunities to encourage them to develop their potential

3. School Motto

Love, Respect, Diligence, Integrity; Understanding Tao, Establishing Virtue

PLK HKTA Yuen Yuen Primary School

Annual School Plan

2021-2022

Major Concerns

1. Catering for Individual Learner Differences

2. Professional Development of Teachers

1. Major Concern: Catering for Individual Learner Differences

Targets Strategies Success Criteria Methods ofEvaluation

Time Scale People incharge

ResourcesRequired

Students will be provided withsuitable assistance andguidance in accordance withtheir abilities and learningneeds, so that they candevelop their potential to thefull.

To implement school-basedmeasures to cater for learnerdifferences by

1. engaging teachers inlearning communitiesto

● enhance professionalsharing anddevelopment

● develop andcoordinate thecorresponding teachingstrategies

2. conducting studies ofstudents’ learningdiversities throughdata analyses of theirtest and examinationresults

3. offering pullout and /or off-site programmesfor high and lowachievers

4. Arrange small class

-Over 70% of subject panelshave conducted or engagedtheir panel members inprofessional sharing ordevelopment, and indeveloping or coordinatingteaching strategies.

-The data of students havebeen studied and analysed.

-Over 70% of participatingstudents find the programmeshelpful and useful to cater fortheir learning needs.

-Over 70% of participating

-Checkrelatedrecords andminutes

-Sharing

-Assessmentanalysisrecords

-Survey

-Survey &

-Term 2

-After eachsummativeassessment

-October

-whole year

CD

SENCO

SubjectPanel Heads

teaching in lessons students find the programmeshelpful and useful to cater fortheir learning needs.

teachers’feedback

(targetstudents mayswap eachterm basedonperformance)

Students’ learning diversitiesare well catered for.

To adopt suitable teachingstrategies in classroom tocater for learning diversities,subject teachers are to

● tailor the materials,teaching strategies andlearning environmentaccording to thelearning needs ofstudents with differentabilities

● set graded questionsand exercises forstudents of diverseabilities

● ask high order thinkingquestions in class andset bonus questions inassignments forhigh-achieving

-Over 70% of teachers haveadopted the related teachingstrategies

-Over 70% of students findtheir learning abilities wellenhanced in lessons andassignments

-Lessonobservationfor appraisal

-Worksheets

-Term 2 & 3

-Whole Year

-Whole Year

SubjectPanel Heads

LessonObservationForm

students

● provide students withdifferent exposuresand / or learningexperiences toenhance their learning

To help transfer studentsbetter prepared for andadapted to learning in schoolthrough the

● adaptation programme

● orientation programme

-Over 70% of students findtheir learning enhanced withtailor-made exposures andlearning experiences

-Over 80% of new transferstudents find the programmesuseful to enhance theirlearning and adaptability

-Survey &teachers’feedback

-Survey &teachers’feedback

-Term 2 & 3

-around amonth oncetransferstudents startschool

2. Major Concern: Professional Development of Teachers

Targets Strategies Success Criteria Methods ofEvaluation

Time Scale People incharge

ResourcesRequired

Newly-joined teachers willunderstand theirprofessional roles,demonstrate professionalvalues and conduct, andkeep abreast of the latestdevelopments in educationpolicies and practices forapplication in teaching asappropriate.

Formulate a professionaldevelopment planaccording to theirprofessional developmentneeds or under theguidance of the school, andcomplete the trainingprogrammes and traininghours within their firstthree years of service.

To arrange an induction trainingprogramme for new teachers tocater for their needs ofprofessional growth

All newly-joined teachersagree that the inductiontraining is beneficial for theirprofessional development

AttendanceSheets

August,2021

Mentorship& InductionProgrammeTeam

All PanelHeads

N/A

To hold at least 2 trainingsessions with all newly-joinedteachers to discuss about theirprofessional roles and dailypractices in teaching and learningin each term

At least 90% of thenewly-joined teachers agreethat the training is helpful forthem to adopt the teachingand learning environment andculture in Yuen Yuen PrimarySchool

Survey (GoogleForm)

Each Term Mentorship& InductionProgrammeTeam

N/A

To encourage all newly-joinedteachers to complete 30 hours ofcore training within the first threeyears of service, and not less than60 hours of elective trainingbased on individual professionaldevelopment needs.

At least 90% of thenewly-joined teacherscomplete no less than 6 hoursof core training and 20 hoursof elective training based onindividual professionaldevelopment needs

Review the“Records ofTeachers’ CPDActivities”through theEDB eServices

WholeYear

TeacherProfessionalDevelopmentCoordinator

eServices

Enhance professionalismfor In-service Teachersthrough building aprofessional learningcommunity to promoteprofessional interflow andto align with the fullimplementation of theall-graduate teaching forcepolicy under which allteachers are required toshoulder more diversifiedprofessional duties.

Assist in-service teachers toplan their individualprofessional developmentplans more systematically,cultivate a reflective culturein the teaching profession,align with the schooldevelopment, and enhancethe quality of learning andteaching.

To arrange subject-basedprofessional developmenttraining to teachers to enhanceteachers’ subject-based contentand pedagogical knowledge

All 8 subject departments (Chi,Eng, Math, GS, Music, PE, VA& ICTS) arrange at least 1workshop

AttendanceSheets

Term 1,2021/22

TeacherProfessionalDevelopmentTeam & AllPanel Heads

N/A

To arrange whole-schoolprofessional developmenttraining to teachers to enhanceteachers’ content andpedagogical knowledge of thelatest developments in educationpolicies and practice

Arrange at least 1 wholeschool Teacher ProfessionalDevelopment Training witheach of the following issues:- National Security- eLearning- Co-teaching

AttendanceSheets

Term 1 &Term 2,2021/22

TeacherProfessionalDevelopmentTeam

N/A

To encourage all in-serviceteachers to spare a minimum of30 hours to take part in the twomajor categories of professionaldevelopment activities, namely“Teachers’ Professional Roles,Values and Conduct” and “Local,National and InternationalEducation Issues” in eachthree-year cycle

At least 35 of the in-serviceteachers complete no lessthan 6 hours of core trainingwhich includes:

- Teachers’ Professional Roles,Values and Conduct

- Local, National andInternational EducationIssues*

Review the“Records ofTeachers’ CPDActivities”through theEDB eServices

WholeYear,2021/22

TeacherProfessionalDevelopmentCoordinator

eServices

Enhance the efficiency ofcatering for individuallearner differences, inresponse to the majorconcern of “Catering forIndividual LearnerDifferences”

To arrange at least 3 TeacherProfessional DevelopmentWorkshops related to catering forindividual learner differences

80% of the teachers agree thatthe workshop and co-planningsessions can further enhanceteachers’ professionalism inCatering for Individual LearnerDifferences

Survey (GoogleForm)

Term 2,2021/22

TeacherProfessionalDevelopmentTeam & AllPanel Heads

N/A

Assist newly-joinedteachers to adopt newenvironment, implementingnew curriculum, dealingwith classroommanagement anddiscipline, usinginformation technology ineducation, individualizingstudent programs andcoordinating extracurricularactivities

To support the professionaland personal growth ofnewly-joined teachers andprovide professional-development opportunitiesfor the mentor teacher.

Mentor has to observe thementee's lesson at least once amonth. Before the lessonobservation, the mentor shouldlet the mentee know clearly thefocal points of the lessonobservation.

90% of the mentors haveobserved the mentee’s lessonat least 3 times in a term,mentors should complete theGoogle Form

Survey (GoogleForm)

Term 2 &Term 3,2021/22

TeacherProfessionalDevelopmentTeam & AllMentors

N/A

Mentor should provide feedbackto the mentee after observingthe lesson. In addition, mentorsshould mark down theimprovements in a providedGoogle Form. The improvementsshould be the focal points of thenext lesson observation, whichhas to be reviewed after the nextlesson observation.

90% of the mentees agree thatthe mentoring program isbeneficial for theirprofessional development andhelp to enhance their teachingand learning efficiency andeffectiveness

Survey (GoogleForm)

Term 2 &Term 3,2021/22

TeacherProfessionalDevelopmentTeam & AllMentors

N/A

PLK HKTA YUEN YUEN PRIMARY SCHOOL

School-Based Grants

2021-2022

Programme & Grant Attachment Number Estimated Budget (Expenditure)

Learning Support Grant I $768,374

Promotion of Reading Grant II $31,000

Sister School Scheme Grant III $150,000

Life Wide Learning Grant IV $600,000

After-school Learning and Support Programmes V $12,000

Attachment I

Attachment II

Attachment III

Attachment V