To maximize effectiveness, tracking and review must be systemic and carried out for all activities.
2.6.1
Your school practises benchmarking to refine the school’s implementation of its arts programmes and processes.
Benchmarking is a continuous process to discover and implement best practices (both locally and overseas). It provides useful learning points to help schools refine and improve their current practices in the implementation of their arts programme.
Please elaborate on the benchmarking done in at least 2 of the following areas:
Implementation of various areas of the arts programme, i.e. curriculum, CCA & arts enrichment
Effectiveness of the approach of staff professional development and deployment
Processes for the allocation and management of resources for
Provide relevant information in the table below, based on students’ participation in arts activities in 2014. Only 1 example is required per indicator.
Indicators that show students’ engagement in the arts need to be determined. Specific targets should be set for each indicator and the results monitored to ensure that the arts programme has benefitted the students.
Indicator
Check if relevant
Target
(2014)
Result
(2014)
Remarks
(Explain discrepancy b/w target & result, if any)
Attend assembly performance
e.g. All P4 & P5 (total 720) students to watch 1 dance and 1 drama performance
All P4 & P5 students watched 2 dance and 1 drama performance
Attend public performance / exhibition
e.g. All P5 (320) students to attend 1 visual art exhibition
All P5 students attended a Chinese calligraphy exhibition
Participate in workshops in school
Participate in external workshops or attend seminars/ conferences etc.
Participate in national and international arts events
Students’ satisfaction of the school’s arts programme
Others (please specify)
If you have selected 'others', please indicate here
CRITERION 3
ARTS CULTURE IN AND BEYOND SCHOOL
Domain 3.1
Arts Culture in School
There is a vibrant arts culture in the school.
3.1.2
Provide evidence to show positive trends for any 2 indicators in 3.1.1 and describe how the results were achieved through the approach adopted.
There is a need to establish strong causal relationship between the approaches adopted and the associated results. Consciously making such references will ensure a more rigorous process when formulating, evaluating and reviewing each approach. A positive trend can be expected if the approach adopted is effective.
Indicator
Year
Target
Result
How results are caused by approach adopted
If you have selected 'others', please indicate here
If you have selected 'others', please indicate here
CRITERION 3
ARTS CULTURE IN AND BEYOND SCHOOL
Domain 3.1
Arts Culture in School
There is a vibrant arts culture in the school.
3.1.3
Parents and staff support the school’s arts programme in a sustained manner. Please provide relevant information over the past 3 years (i.e. 2012 – 2014) or past 3 cycles in the table below.
The active participation and engagement of stakeholders demonstrate their belief in the value of the arts and their support for the arts programme.
Stakeholder
Year
Frequency
Description of support
Parents
e.g. 2012 - 2014
e.g. Twice a year
e.g. Volunteers from the Parent Support Group assisted in the school concerts as chaperons for the CCA groups and doing make-up for the student performers.
Staff
e.g. 2012 - 2014
e.g. Once a year
e.g. Teachers were part of the production committee planning for the annual school musical.
CRITERION 3
ARTS CULTURE IN AND BEYOND SCHOOL
Domain 3.1
Arts Culture in School
There is a vibrant arts culture in the school.
3.1.4
Your school contributes to the community through the arts in a sustained manner. Please provide relevant information of 3 such contributions over the past 3 years in the table below.
Partnerships with the community in the promotion of the arts are mutually beneficial. A structured approach enriches the school’s arts programme and fosters a vibrant arts culture in and beyond the school. The school and the community can engage in meaningful arts experiences together, and these shared experiences can strengthen one’s sense of belonging to the wider community through arts and culture.
Year
Frequency
Target Community
Description of contribution
e.g. 2012 - 2014
Twice a year
CRITERION 3
ARTS CULTURE IN AND BEYOND SCHOOL
Domain 3.2
Resources Support
The school has harnessed its resources effectively to deliver and support its arts programme.
3.2.1
Your school staff is trained and developed to deliver the arts programme. Please provide relevant (i.e. arts-related) information for 2014 in the table below.
Indicators that clearly show the training and development of staff need to be determined. Specific targets should be set for each indicator and the result monitored to ensure that the training programme has benefitted the school.
Higher learning programme i.e. diploma, degree etc.
Others (please specify)
If you have selected 'others', please indicate here
CRITERION 3
ARTS CULTURE IN AND BEYOND SCHOOL
Domain 3.2
Resources Support
The school has harnessed its resources effectively to deliver and support its arts programme.
3.2.2
Provide evidence to show positive trends for any 2 indicators in 3.2.1.
There is a need to establish strong causal relationship between the approaches adopted and the associated results. Consciously making such references will ensure a more rigorous process when formulating, evaluating and reviewing each approach. A positive trend can be expected if the approach adopted is effective.
Indicator
Year
Target
Result
If you have selected 'others', please indicate here
If you have selected 'others', please indicate here
