Sha Tin Government Secondary School

School Development Plan

2019/20 – 2021/22

11-17 Man Lai Road, Sha Tin, N.T.

Tel. No. : 2691 4744 Fax No. : 2609 1456
Homepage : www.stgss.edu.hk
Sha Tin Government Secondary School
School Development Plan
2019/20 – 2021/22

Contents
Page(s)
1. School Vision & School Mission 1

2. School Goals & School Motto 2-3

3. Core Values 4

4. Holistic Review 5-7

5. Evaluation of the School’s Overall Performance 8 - 19

6. SWOT Analysis 20 - 21

7. Major Concerns 2019/20 – 2021/22 22 - 24

1. To develop students to be independent learners 23

2. To instill positive values for the whole person 24

development of students through learning
experiences to establish a stronger harmonious
culture
School Vision

We inspire every student to learn, to think, to care

and to achieve.

School Mission

It is our mission to provide the best opportunity for

students to develop their potential to the full, to acquire

knowledge, and to adopt a positive attitude towards

work, life and their community in accordance with our

school motto - LOVE, WISDOM & VIGOUR.

1
School Goals

I. Goals related to outcomes for students

1. To instil in students the importance of an all-round development as well as mental and

physical health.
2. To develop in students loving concerns for all members in one’s family, school,
community and country.
3. To develop a strong sense of integrity and high self-esteem in our students.
4. To develop in students wholesome interpersonal skills.
5. To develop students’ generic learning skills and positive learning attitudes.
6. To develop the habit of lifelong learning in our students.

II. Goals related to learning experience for students

1. To develop in students a sound foundation in Chinese, English, Mathematics and other

key learning areas in preparation for higher education.
2. To develop in students a sense of civic awareness, as well as a sense of commitment to
society and their country.
3. To provide opportunities for students to serve others.
4. To encourage self-expression through various activities, such as drama, verse-speaking,
debates and music performances.
5. To provide a wide range of extra-curricular activities to foster students’ all-round
development, nurturing and developing their character and potential.
6. To provide opportunities for students to take part in life-wide learning in order to broaden
their horizons.
7. To develop in students a good physique and the interest in aesthetic appreciation.

III. Goals related to the provision of resources

1. To make full use of the funds and resources from the Government to create a pleasant
environment for the students, making good use of space, facilities and manpower
resources to carry out programmes and organise activities for students.
2. To collaborate with the Parent-Teacher Association and the Alumni Association in
obtaining more resources to support school activities and programmes.
3. To obtain external resources from various organisations and non-government bodies to
carry out school-based curriculum innovations, extra-curricular activities, and
professional development activities.

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IV. Goals related to the management and organisation of the school

1. To provide ample opportunity for teachers to participate in the formulation and evaluation
of the school’s development plan and annual school plans. .
2. To establish and maintain open and active channels in communication and to foster a
professional culture.
3. To formulate and implement professional development policy in line with the school
development plan.
4. To develop in staff a culture of learning and sharing through collaborative lesson planning
and peer lesson observation.
5. To strengthen home-school cooperation with the Parent-Teacher Association as our
partner.
6. To monitor the impact of policy early and regularly.
7. To adopt the whole-school approach for providing counseling, guidance and discipline
services to students.
8. To instil in teachers and students a strong sense of belonging.

School Motto

LOVE, WISDOM & VIGOUR

3
Core Values

1. Student Focus
We strive to understand the needs of our students and provide quality education to meet those
needs.

2. Strive for Excellence

We encourage and support every student to strive for excellence in all their endeavours.

3. Lifelong Learning
We are committed to lifelong learning. We provide a stimulating and nurturing environment so
that students experience success and feel the challenges and joy associated with learning.

4. Integrity
We value high professional standards and ethical conduct among teachers and students.
Students and teachers are expected to be honest, fair and respectful of others.

5. Collaboration
We work with others in a spirit of mutual trust, respect and collegiality through open, rational
and compassionate communication.

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 Sha Tin Government Secondary School
Holistic Review
Effectiveness of the previous School Development Plan

Extent of targets
Major Concerns Follow-up action Remarks
achieved

1. To develop effective teaching and learning  As good reading habits have been To reduce students’ negative
strategies for enhancing the learning built, students’ reading habits across affect and raise their
the curricula to deepen their interests academic self-concept and
capacity of students
in non-language subjects should be sense of achievement, they
further cultivated. should be provided with
 Students know how to set appropriate  Fully achieved successful experiences not
learning goals for their academic  To further raise students’ interest in only in exams but also in
development. STEM subjects, it would be ideal to activities or assignments that
 Students’ interest and variety of reading  Fully achieved include elements of STEM in various can raise their sense of
have been enhanced. KLAs. achievement. Creativity may
be an area that can stimulate
 Through the outside the classroom students’ interest and may
 The initiative to learn and confidence of  Fully achieved
activities organized these three years, render them some successful
learning of students have been strengthened. students’ generic skills were experiences, while reading
nurtured. To further foster their across the curricula and
 Students are able to apply various learning  Fully achieved creativity, it would be conducive to STEM across the curricula
strategies to facilitate their learning. their whole-person development if can definitely foster good
creativity is incorporated in both the learning and reading habits
 Fully achieved curriculum and extra-curricular for their life-long learning.
 Students participate enthusiastically in
activities.
outside classroom learning activities related
to subject learning and STEM education.

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 Extent of targets
Major Concerns Follow-up action Remarks
achieved

2. To foster among students positive values

and capability to pursue their life goals

 Broadening students’ horizon and arouse  Fully achieved  To adopt a whole-school approach  A variety of activities to
their social awareness providing various opportunities to broadening students’
widen students’ horizons and horizon would continue
- Life-wide Learning Programmes
enhance their social awareness. be organized
- Visits and exchange programmes
- Community services and training
workshops

 Fostering students’ positive values  Fully achieved  To further enhance students’ positive  Students would be
-Value education across the curriculum values and attitudes under a whole nurtured with positive
-Life education curriculum with special person development framework at all values throughout their
levels. secondary school
emphasis on Respect and Responsibility
education.
-Thematic programmes on promoting
-Perseverance and Care for others
-Peer support programmes
-Peer modelling
-Class management and inter-class
competitions

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 Extent of targets
Major Concerns Follow-up action Remarks
achieved

 Acquiring better self-understanding to  Fully achieved  CLP would be incorporated as  Providing sufficient
develop their life planning routine work training and related
 STEM elements would be activities to unleash
- School-based careers and life planning
incorporated into programmes at students’ potential in
education programmes
junior levels to unleash their STEM.
- Career activities, talks and seminars on potentials
introducing multiple pathways
- Careers related workshops for senior
levels to equip students with the necessary
skills to achieve their dream career
- “Arts programme for S.1” and “One skill
for every student in S.2” to unleash their
potentials and help them explore their
talents

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 Sha Tin Government Secondary School

School Self-evaluation 2018-2019

Evaluation of the School’s Overall Performance

Area 1: School Management

The school self-evaluation (SSE) mechanism at STGSS is well-developed and widely promoted within
the school. The school recognizes and appreciates the positive impact of SSE. STGSS pays attention to
transparency and accountability, promotes extensive teacher participation and gives full consideration
to the views of all stakeholders. Based on the analysis of SSE data and findings, appropriate
development priorities are drawn up and work plans with clear targets and feasible implementation
strategies are formulated. Furthermore, the development priorities and work plans are constructed to
reflect the school’s mission and vision, student attributes, self-evaluation data and findings, societal
expectations and education (EDB) policies. STGSS develops and uses appropriate evaluation methods
and success criteria for all tasks that are implemented. Manpower and both internal and external
resources are strategically employed to carry out all tasks. Additionally, we take advantage of external
grants for specific purposes. Our decision- making processes are transparent with extensive teacher
participation and full consideration of the views of stakeholders. To enhance the accountability and
transparency of school management, the public and stakeholders are informed about school matters
through various channels, for instance, through Teachers’ Files, Parents’ Letters, School Newsletters,
PTA, Alumni Association, Teacher Representatives, Questionnaires, School Webpage, School Plan and
Annual School Report.

The school conscientiously coordinates the implementation of priority tasks, effectively monitors their
progress at the subject panel or committee level, keeps track of resource utilization and evaluates the
effectiveness of outcomes. The outcome evaluation is carried out by the subject panels and committees
through a mid-year evaluation. Collaborative lesson preparation and teaching, together with peer
lesson observations are encouraged. Level coordinators monitor teaching progress and report to subject
panel heads. This enables continuous review, evaluation and analysis for improvement. We adopt a
whole-school approach in implementing the plans of the major concerns. Regular HOD and HOC
meetings are conducted at least three times a year. STGSS has independent Major Concern
Committees working towards the goals of the school plan. The school also conducts regular staff
meetings and Staff Development Days. Good communication and collaboration among subject panels
and committees, along with appropriate resource application, bring about enhanced learning outcomes.

STGSS effectively implements priority tasks to promote student learning, strengthen student support
and enhance the effectiveness of school management. For instance, there is good financial support for
subject departments and Committees. Budget Proposals are submitted for offering, enhancement and
remedial classes after school. ECA funds are allocated to interest clubs according to their needs.
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Regarding manpower, all staff members are primarily assigned to teach their major subjects. Staff
members’ preferences for duties are considered before each new term to facilitate good matching of
manpower. Teaching assistants and IT support assistants are also employed to support students’
learning.

The daily operations of the school are systematic, with flexibility in handling ad hoc issues. Workflow
is regularly reviewed and evaluated to enhance its effectiveness. Exigencies that affect student safety
and learning are handled properly and immediately. The school also takes prompt follow-up action to
identify the sources of exigencies, heighten teachers’ and students’ awareness of any crises, and
formulate appropriate contingency measures to help teachers and students deal with the exigencies
positively. The STGSS Crisis Management Committee is prepared to remedy any crisis that may occur.
All class teachers are alert to the behavior, emotion and development of students. Our Guidance
Committee caters to the needs of individual cases requiring counselling service. Positive values are
nurtured throughout all facets of the school environment.

STGSS has an effective SSE culture with well-established SSE tools. Homework Inspections are
conducted twice a year or one in each term, by HODs, APs, the Principal and peers. Lesson
Observations by HODs, APs, the Principal & colleagues are carried out for each staff member. We
also encourage peer assessment and self-assessment among students. In addition, plans are evaluated
by academic departments and committees at the end of term. Stakeholder perspectives are surveyed
using questionnaires. Using the findings from these varied sources of data and information, the school
analyzes the effectiveness of the major concerns, the subject panels and committees work and student
performance. The school always synthesizes the evaluation findings of the previous year to plan for the
next academic year with an aim to reflect thoroughly on work effectiveness. Consequently, a plan is
designed to feed forward into the next planning cycle so that we can continually improve effectiveness
of priority tasks, with a focus on improving students’ learning outcomes. The school informs
stakeholders of its performance through various documents, such as the Annual Report, Teacher’s Files,
‘Academic Report Analysis’ for parents, Report Sheets, School Newsletters and the School Website.
The school has been able to foster a culture of self-evaluation. The Plan(P)-Implement(I)-Evaluate(E)
cycle has been adopted by all departments and committees and embedded in school routines at STGSS.
As teachers and students strive for excellence, the school’s continuous development is thus sustained.

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 Area 2: Professional Leadership

The school management focuses on the school mission and leads the school to strive for excellence. It
pinpoints the needs of school development and welcomes different stakeholders to collaborate on
planning and formulating schools policies which closely follow the updates of educational development
trends. The school management actively forms an extensive collaborative network with primary and
secondary schools, tertiary institutions and universities for professional sharing and arranging courses
and activities which foster students’ learning and growth. The experts in the school management
committee (SMC) have provided professional advice on allocating and deploying different resources
macroscopically, which add value and a competitive edge to our school.

The principal is a resourceful and energetic educator who possesses rich professional knowledge and
standing in school management and curriculum development. The assistant principals and middle
managers also serve the Education Bureau on various boards and committees. Their expertise keep
them abreast of the latest trends in policy development from the Education Bureau, as well as trends in
global education. The school has initiated various projects, incorporating Reading to Learn, Value
Education and STEM Education into its major concerns. The school management’s capability in
professional enrichment diffuses into their leadership and brings positive influence to school
development planning and policy making.

The assistant principals and middle managers are strongly committed to driving the school’s sustained
development and assisting the principal with school management. They gather updated information
about various educational aspects and make appropriate use of government funds to improve school
infrastructure. The middle managers play to their strengths and hold regular meetings to present, keep
track of and follow up on the progress in their corresponding departments and committees, so as to give
insightful and quality leadership.

Collaboration is the most effective working practice at our school. The school management and middle
managers are open to innovative ideas and suggestions. Teaching staff work harmoniously and
efficiently in cross-curricular collaboration and overseas interflows. Staff from different functional
groups also co-organize and coordinate students learning activities. To provide support and boost the
morale among teaching staff, the school management and middle managers actively participate in
planning and work meetings.

The school also organizes diversified activities on staff development days, including sports and leisure
workshops to cultivate communication in a more light-hearted setting. For basic rank teachers, the
school has a supportive mentoring scheme. New teachers are mentored by experienced teachers who
understand and have experience with the school vision and with school operations. The school also

10
gathers comments from teachers through face-to-face meetings and written surveys to monitor school
effectiveness.

The school management cherishes staff members as valuable assets, draws on their strengths, creates
room for them to exploit their potential, such as accepting teachers’ proposals to start new functions in
school, and recommending teachers to serve as members on committees at the Education Bureau and
subject network committees across government schools.

In light of better student learning and support, the school management encourages different teachers to
undertake professional training in areas such as SEN, gifted education, e-learning and drama, and to
implement their training into activities which cater for diversity among students. The school
management also nominates teachers to take up various secondment opportunities in different areas
such as curriculum development and after-school student support, this in turn provides professional
development for enhancing student learning and the effectiveness of student support.

The management treats the school as a learning community which emphasizes a climate of professional
sharing. They have initiated learning circle projects in Mathematics and English. They have also
maintained regular interflow visits between our school and a sister school in Beijing. Teacher teams are
also encouraged to hold sharing sessions at the EDB joint-school staff development day and visit
different schools to learn from each other. The management has also published school updates via EDB
Pulse and the press to cultivate a professional sharing culture across schools, across districts and across
regions.

The school greatly appreciates the energy and synergy of its staff members and carries out appraisals in
fair, open and transparent procedures. It also recognizes the effort of teachers in striving for excellence
and their performance in different work areas through lesson observations, mid-year reviews and
appraisal reports. Continuous professional development is emphasized, as reflected in the diversity and
the total hours of training staff members receive. Furthermore, the school has nominated several
teaching and non-teaching staff members for the Good Customer Service Award Scheme to recognize
their effort and work efficiency.

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 Area 3: Curriculum and Assessment

In view of trends in educational development, the school’s vision and mission, and learner diversity,
the school has formulated school-based curriculum development objectives. All the directed objectives
or initiatives have been discussed at various levels of meetings. In this way, every member in the
school works towards the school curriculum goals and initiatives that have been set through deliberate
and collaborative planning. Various subject departments discuss with the panel members how to
incorporate the objectives into the existing curriculum. For instance, when the school proposed reading
to learn two years ago, apart from launching morning reading periods, different subject departments
prepared reading excerpts related to their respective curriculums for students to read during the reading
periods. The reading material can be used as pre-lesson preparation activity that also enriches students’
learning experiences. In addition to organisational planning for the whole school, various subject
departments have developed their own curriculums, to varying degrees ranging from catering for
learner differences for particular topics to restructuring the curriculum in junior form levels.

The school creates room for teachers to support and carry out the curriculum strategies and formulated
plans. Evaluation is done regularly for newly implemented curriculum initiatives. Professional sharing
within the department has also been carried out. For instance, the school has provided opportunities for
staff members to carry out collaborative lesson preparation and to share how new teaching strategies
such as eLearning or flipped classrooms are adopted in teaching and learning. Peer lesson observations
have also been carried out every year with follow-up discussions on the pedagogic aspects such as
lesson delivery mode and the effectiveness of questioning skills so as to enhance the quality of learning
and teaching. In addition, school resources have been deployed to cater for students’ diverse learning
needs with suitable split class arrangements, provision of learning support, and extended learning
beyond lesson time.

The school has devised assignment and assessment policy in accordance with students’ levels, needs
and the development of their abilities. Different KLAs are able to implement and follow through the
school assignment and assessment policy. Apart from routine or traditional assignments, subject
departments have designed various additional kinds of assignments such as oral presentations, pre-
lesson preparation and self-directed learning assignments to measure what students know or how well
students master targeted concepts. The school has employed a range of assessment practices such as
quizzes, peer assessment and presentation assessment to assess the degree of success of learning
objectives. Timely and encouraging feedback through a variety of means such as constructive verbal
comments for classroom presentations and written remarks on assignments are provided. The
assessment contents duly cover students’ knowledge, attitudes and skills. In addition to consolidation,
students’ interests and abilities are also taken into account in the design of assignments. Cross-
curricular learning elements are duly covered if possible for some KLAs, while students’ generic skills
are effectively cultivated. Records of student performance are carefully maintained so that suitable
follow-ups can be done to help students learn well.

12
The school monitors curriculum implementation through a variety of methods in an effective and
timely manner. Appropriate measures such as lesson observations, assignment inspections, and test
results have been adopted to examine the effectiveness of the curriculum. Subject departments
regularly review the curriculum through the learning outcomes of students. Based on the students’
performance, subject panels make necessary refinement to the curriculum framework to cater for the
students’ needs. From the analysis of these various findings the school has proposed initiatives to
address students’ performance and learning difficulties, thus enhancing the quality of learning and
teaching.

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 Area 4: Student Learning and Teaching

Students’ learning capacity is progressing through the strengthening of broad, subject-based reading
across the curriculum. In the weekly Reading Period, students are asked to read not only the books they
like, but also excerpts from subject related books that are closely linked to the subject curriculum. The
genres and variety of books read incorporate content that students learn in different KLAs, including
languages, humanities and STEM elements. As good reading habits are nurtured, students become more
interested and motivated in learning as their general knowledge is broadened and their subject
knowledge deepened. Students also enjoy the opportunity during the Reading Period to present the
books they like to others, thus greatly enhancing their communication and presentation skills.

Student learning is heavily supported by a whole-school approach of teacher collaboration, pre-lesson

preparation, eLearning, and self-directed learning assignments. Teachers of different subjects teaching
the same level collaborated/create an integrated plan to recommended reading excerpts for lesson
preparation for the subject knowledge to be taught. Teachers attentively observe their peers’ lessons and
learning from each other to prepare the best lessons for students in teaching the same subject content.
Moreover, each subject requires students to do pre-lesson preparation with a variety of motivating and
engaging tasks. All teachers adopt eLearning as part of their teaching pedagogy, which greatly raises
students’ learning motivation and engages their attention in class, thereby making learning and teaching
more effective. Teachers also devise junior and senior self-directed learning assignments which give
students the space and time to learn on their own.

Students take an active part in a wide variety of subject and theme-based activities organized by the
school and the community, which has the effect of widening their exposure and enriching their subject
knowledge of different KLAs. Book presentation competitions, multi-intelligence platforms, public
speaking contests, STEM activities, and dozens of theme-based activities have dramatically extended
students’ exposure and other learning experiences, thereby fostering their generic skills and deepening
their subject knowledge. The harmonious learning environment created by all the teachers as a team
makes learning fun on the campus.

Teachers also incorporate the positive values of responsibility, respect, persistence, and care for others
in their curriculum and teaching. Assignment design, classroom activities and outside-the-classroom
activities are designed to instill these values into students to enhance their holistic development.
Through encouraging students to partake in various kinds of classroom and extra-curricular activities,
students are allowed to voice their opinions, make their own choices, give feedback to each other, and
self-reflect on issues they encounter in life. All in all, proper core values and generic skills are
constantly nurtured.

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 Area 5: Student Support

The school has systematically identified a variety of student needs in the area of support for student
development by making good use of information obtained from various sources such as SHS, APASO,
school-based surveys and direct observation. The school has set up an effective mechanism for gaining
consensus through staff meetings to identify student development needs and adopt relevant policies and
measures. The development plan is holistic and directional, covering a broad variety of activities and
support services to help foster students’ positive values and capability to pursue life goals. A sound
mechanism for organising, coordinating and monitoring the activities and services has been
implemented through a whole-school approach with timely adjustments and follow-up actions.

The school makes effective use of resources to provide students with different learning experiences and
to broaden students’ horizons and social awareness. Strategically planned Life-wide Learning
programmes, systematic leadership training and tailor-made workshops on enriching other learning
experiences (OLEs) have been offered by the school and external organizations. To foster students’
personal goal setting and life-planning, the school has revised the Careers and Life-Planning Scheme
and the Student Portfolio Scheme, and continues to conduct these two schemes through a teacher-
mentor system. The school helps students to progressively understand the importance of life-planning
by offering school-based career guidance programmes at an early stage. The school strategically offers
a variety of Career and Life-Planning programmes at all levels to enhance and enrich students’
understanding of the importance of pursuing further studies and considering career pathways.

The school incorporates positive values in the Life Education curriculum and the formal curriculum
through class teacher periods, peer support programmes, and a variety of other activities such as visits,
talks and services. Thematic programmes on promoting core values such as “Perseverance” and “Care
for Others” have been carried out. Meticulously organized Life Education lessons and developmental
programmes offered by functional committees have fostered a caring, harmonious and supportive
campus. To unleash students’ potential at the junior levels, the programmes “One Art for every student
in S.1” and “One Skill for every student in S.2” were introduced in 2016/17. In the light of students’
problems and needs at different developmental stages, the school has strategically provided them with
appropriate developmental, preventative and remedial counselling services in order to consolidate their
experiences with their personal and social development and to foster their resilience to face challenges.

The school is able to identify students with diverse learning needs at an early stage, to cater for their
diversity, and to create a culture of integration in accordance with educational requirements. Through a
comprehensive and systematic approach, the school works closely with the school social worker and
the school-based educational psychologist to evaluate and develop the potential of students using
specific actions and policies such as screening tests, class streaming, and application of data from the
SEMIS system. To help cater for students’ diverse needs more effectively, the school makes effective
use of funds allocated to the school and external resources to provide a variety of development
15
programmes. The coordination, implementation, monitoring and evaluation of these programmes is
effectively implemented. Subject panels and functional committees collaborate to provide students with
appropriate support services such as remedial programmes, enrichment programmes, adaptation
programmes and treatment services.

The entire staff collectively creates and promotes a proactive school climate. Professional staff working
relationships are cooperative for the benefit of students. The staff have appropriate expectations of the
students and encourage them to strive for excellence. Teacher-student rapport is generally good. The
students are respectful of their teachers and courteous to others. They enjoy amicable and harmonious
relationships with one another. They are also actively involved in school activities and services.

The staff and students generally love campus life. The school’s vision, mission, and goals are
enthusiastically followed. The teaching staff adopts a professional attitude in enhancing positive values
among students that is conducive to their whole person development.

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 Area 6: Partnership

The school values parents as significant partners in school development. Through a variety of channels and
regular activities, parents are encouraged to join hands with the school to facilitate students’ academic,
physical and mental development. The S1 Orientation and Welcoming Camp organized by the PTA,
parent-teacher interviews on Parents Day, talks on S4 streaming, and S6 JUPAS study choices organized
by the Careers Committee are examples that provide parents with essential knowledge on parental
counseling for fostering students’ personal growth. PTA meetings throughout the year provide a platform
for parents to convey their opinions on school matters and from which the school takes follow-up action
accordingly. Additionally, the PTA’s active support for school events such as Open Day, Swimming Gala,
Athletic Meet, Speech Day, and Book Exhibition, as well as scholarships and service awards, shows its
close liaison with the school while promoting a supportive image to students.

The school makes good use of resources provided by the community and external organizations to
facilitate school development and enrich students’ learning experiences. For example, there have been
careers talks and workshops presented by experienced speakers from Hok Yau Club, YWCA, Tai Hang
Youth Centre, Rotary Club and various other institutes. Health talks by Health Department specialists,
community service organisations, and outward-bound programs as well as enrichment courses on a variety
of subjects provided by several external education organizations have proved popular among students.

The school’s exchange programme with its sister school in Beijing, the Singapore-Hong Kong Exchange
Programme with the Singapore Ministry of Education, and other Interflow activities offered by the Hong
Kong Education Bureau have been highly welcomed by parents and students. In addition to exchange
programmes, several cross-boundary learning activities have been held from which students have
benefited. Examples are trips to China, Australia, the United Kingdom, and Korea for specific learning
purposes such as national education, English-speaking skills, communication skills and field studies.

Student uniform groups such as the Hong Kong Air Cadet Corps, Junior Police Call and Hong Kong Red
Cross maintain close ties with their local headquarters and receive regular training.

STGSS alumni continue to participate in the development of the school. Alumni give talks and share
experiences with our students at many school functions. Our alumni have also volunteered as speakers and
mentors to S5 and S6 students to share their invaluable career experience in the Careers Fair and
Mentorship Scheme. The alumni have also generously donated their time as instructors for after-school
learning programmes and as substitute teachers when needed. In particular, alumni treasure and
unfailingly support our school’s Chinese Orchestra with frequent visits to assist with orchestra practices.

Lastly, the STGSS Foundation Limited, which was set up last year, and the Alumni Scholarships, including
the STGSSAA Scholarship, STGSSAA Best Improvement Award, HKDSE Distinction Prize, and Dr
Cheng Ha Yan Memorial Scholarship, have provided valuable financial support to many students.
17
 Area 7: Attitude and Behaviour

Helping students to develop positive values and attitudes has been a major educational goal at STGSS.
Over the past few years, the school has helped students to raise their personal qualities in a holistic,
systematic, and sustainable approach through measures such as the provision of appropriate training
programmes, diversified thematic seminars and workshops, and structured visits and services.

Generally, STGSS students have a positive self-value and a good attitude toward learning, particularly
with a sense of achievement and satisfaction. They are willing to acquire new knowledge and show
confidence and initiative in their learning and critical thinking. Many students have high expectations
and therefore do their best to take up challenges. During class discussions and OLE activities, students
demonstrate fine critical-thinking and problem-solving skills. In addition, high levels of team spirit and
teamwork are often observed during group activities.

Most of our students are well-behaved and receptive to advice and guidance. They generally have
adequate self-management and self-discipline skills which foster a healthy lifestyle. Students also
acquire emotional balance in both academic learning and social development from strong family
support and teacher guidance. Students’ ability to handle stress in face of difficulty is frequently
recognized by parents, teachers, and other educational and developmental support members.

Because the school strategically fosters a caring and supportive campus, most of our students like the
school and get along well with fellow schoolmates. With ample opportunities available, students have
honed their social skills to develop harmonious interpersonal relationships with schoolmates and
teachers. Many senior form students actively tender assistance to help junior fellows in both academic
and non-academic areas, as can be seen in our Chinese Orchestra and Student Peer Counselling Scheme.

Overall, our students have a good awareness of appropriate manners and behaviours. They understand
their responsibilities as a student at school, as a member in a family, and as a citizen in society from
regular lessons in Life and Society (Junior Secondary), Liberal Studies (Senior Secondary), and ad hoc
sessions in cross-curricular programmes. Students have also raised their levels of social awareness and
strengthened their sense of civic obligation and national identity through a wide range of activities such
as attending relevant seminars and taking part in voluntary services.

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 Area 8: Participation and Achievement

Students have very good school attendance and are punctual for lessons. Their attitude towards learning
is serious and genuine. Performance in school assessments is good.

Students also performed well in both the Pre-S1 Hong Kong Attainment Test and the S.3 Territory-
wide System Assessment. The mean scores attained by our students were higher than those attained by
all students in Hong Kong.

In the Hong Kong Diploma of Secondary Education (HKDSE) 2018, the percentage of students
attaining the minimum entrance requirements to enter a local Bachelor’s degree was well above the
mean of day-school students in Hong Kong. The passing rate in 16 subjects was also well above the
mean of day-school students in Hong Kong. A 100% passing rate was achieved in both core and
elective subjects including English Language, Mathematics Extended Part (Algebra and Calculus),
Biology, Chemistry and Chinese Literature. Overall, over 93% of students were able to successfully
pursue tertiary education.

Students actively participated in a wide range of physical, aesthetic, and academic activities through
both internal and external programmes. Some examples are education programmes for the gifted,
technology proposals, students’ scholarships, and outbound exchange programmes. Students performed
well in these programmes and received numerous awards in a variety of fields. Academically, students
received prizes in the Plain English Speaking Contest, TV News Award Scheme, Mathematics and
Science Olympiad, Creative-writing, Speaking, Calligraphy, Chinese Culture Competition, Computer
and Technology Design (Inter-school mBot Competition). For extra-curricular events, our students’
performances were highly commended in the Hong Kong Schools’ Dance, Drama, Speech, Music
Festivals and many Inter-school Sports events. In particular our Dance team has high reputation in the
territory and was awarded with prizes including Honour Awards, Highly Commended Awards in the
Hong Kong School’s Dance Festival and the team also won Silver Award in the Shatin District Dance
Competition.

Moreover, students showed their desire for service by joining uniform groups such as the Scouts, the
Air Cadets and the Red Cross. Students are also keen on providing service outside the school to the
community. For example, they participated in the Volunteer Activities for Elderly People Caring, Flag
Selling, Oxfam Hunger Banquet, Crowd Control by the Air Cadets in special festivals, and designing
water saving devices for environmental protection.

Students have a healthy lifestyle as well. Compared to the territory-wide benchmark, our students are
much fitter than the students of other schools in Hong Kong.
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SWOT Analysis

Our Strengths
1. The school has a clear vision and mission. It provides the best opportunity for students to
develop their potential to the full.
2. The school performs well in a variety of academic and extra-curricular activities.
3. There is strong support from the School Management Committee, parents and alumni.
4. The school management and the middle management work with an open and positive attitude.
They are receptive to new knowledge and others’ views.
5. Teachers have good professional knowledge and are committed to foster whole person
development of students. They are patient, caring and encouraging towards students.
6. Students are willing to take part in a variety of academic and extra-curricular activities.
7. Students are well-behaved and presentable. They exhibit willingness to learn and engage
actively in school activities with good attitudes.
8. A congenial sharing culture has been cultivated in school to enhance professional development
of teachers.
9. A systematic and integrated mentorship scheme is in place to help new teachers adapt to
teaching environment of the school.
10. Good staff relationships, teacher-student and peer relationships among students have been
established.

Our Weaknesses
1. The school has limited space for sports and recreational activities.
2. IT facilities for both teachers and students are to be enhanced
3. Some students need further improvement in time management and learning strategies.

Our Opportunities
1. The principal has brought in new initiatives to strengthen the curriculum leadership and to
improve the learning environment of the school.
2. There is a growing demand for professional development and inter-disciplinary collaboration
among teachers in view of the new curriculum and pedagogical trends like Reading Across
Curriculum, e-Learning and Science, Technology, Engineering and Mathematics (STEM)
Education.
3. Reading atmosphere of the school has been enhanced in recent years.

Our Threats
1. Keen competitions among subsidized and DSS schools affect the school’s student intake. There
is a greater diversity in academic foundation, attitude and ability in the secondary one intake in
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 recent years.
2. The positive values and learning habits of students need to be strengthened to counterbalance
the negative influence and trends in the society.
3. Loss of elite students to other schools or examination systems affects the overall performance of
students in public examinations and extra-curricular activities.
4. The Voluntary Optimization of Class Structure Scheme resulted in a reduction in number of
teachers in the school system, which increases the workload of teachers and reduce the time for
teachers to address to the needs of every student.

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Major Concerns 2019/20 - 2021/22

1. To develop students to be independent learners

2. To instill positive values for the whole person development of students through learning
experiences to establish a stronger harmonious culture

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 Sha Tin Government Secondary School
School Development Plan
2019/20 – 2021/22

Major Concerns Intended Outcomes/ Strategies Time Scale

Targets 19/20 20/21 21/22
1.To develop 1. Students are willing to read a A. Reading across the curricula to strengthen 9 9 9
students to be wide scope of students’ generic skills and cultivate
independent cross-disciplinary materials positive values towards life
learners that help broaden their general
knowledge and better their B. Integration of a STEM subject and at least 9 9 9
understanding of different one other subjects to consolidate students’
subjects. learning across the curricula
2. Students’ life values are
fostered and they are more C. Project Learning across the curricula to 9 9 9
capable of facing challenges enrich students’ learning experiences
ahead.
3. Students’ generic skills are
strengthened through learning
in an integrative manner.
4. Teachers become more
versatile and resourceful
through collaborating with
teachers of other subjects.

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 Major Concerns Intended Outcomes/ Strategies Time Scale
Targets 19/20 20/21 21/22
2. To instill positive 1. To instill the sense of A multi-stage whole-school approach to
values for the commitment and gratitude of strengthen students’ positive values to establish
whole person students relating to oneself, a stronger harmonious culture across the
school and community so as
development of campus through:
to strengthen the harmonious
students through
culture across the campus.
learning 2. To deepen positive values of A. A variety of learning experiences jointly 9 9 9
experiences to students across different organized by committees and subject
establish a KLAs and through different departments.
stronger thematic programmes.
harmonious B. Deepen positive values of students across 9 9 9
culture different KLAs and through thematic
programmes with a major theme for each
school year.

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