Organizing Study Tours

We have collaborated with various schools to host a range of interest classes, bringing a wealth of experience in course arrangements and instructor requirements. Courses include sports, art, music, dance, physical education, mental science, OLE (Other Learning Experiences), and more.

I. Extracurricular Activities

Students' performance in extracurricular activities is one of the assessment items for learning evaluation. The assessment focuses on attendance and participation attitude, with results converted into points for calculating students' conduct performance. We will record this according to the school's grading criteria and submit reports each semester to keep the school fully informed of students' progress in learning.

II. Extended Learning Activity Services

These services will be divided into two directions based on learning activities:

A: Focused on caring for students' overall development and needs:

Promoting goals through Multiple Intelligences Development (MI approach)

B: Tailored Instruction Based on Student Abilities

This primarily includes:

Organizing and training students to participate in external competitions (in physical education or arts).
Continuing training in specific learning areas or specialized units.
Gifted education training.

III. Multiple Intelligences Development Program

In line with the school's educational development direction, we offer various types of multiple intelligences courses to increase students' opportunities for hands-on experience and exploration. We provide a range of training programs focused on holistic education for schools to choose from, and we can also assist in managing the complexities of services provided by multiple organizations in accordance with the school's administrative arrangements.

Course Overview

Mainland Study Tours -
High School Investigation Tours

Before the introduction of comprehensive learning and sister school subsidies, the Hong Kong government encouraged schools to assist students in conducting investigations and exchanges in Mainland China. The Education Bureau has stipulated that all high school students enrolled in local courses will receive full funding to participate in one Mainland investigation organized by the Bureau. Schools are required to arrange for all high school students to participate.

If a student faces legitimate difficulties and is unable to participate in the Mainland investigation, they must apply to the school in advance. The school will handle each case with caution, considering the individual circumstances and reasons provided by the student, and will report to the incorporated management committee/school management committee/school board.

I. Policy Highlights and Positive Significance

1. Scientific Curriculum Design

Expanded Investigation Scope: The itinerary now includes Jiangxi, Jiangsu, and Shandong provinces (totaling 28 destinations), breaking away from the previous focus on Guangdong province. This expansion, particularly the experiential learning at "integrated practice bases" (such as the Jinggang Mountain revolutionary education), deepens students' understanding of historical and cultural contexts.
Strengthened Patriotism Education: The itinerary requires the inclusion of patriotic visit points (such as the Museum of the War of Chinese People's Resistance Against Japanese Aggression and science achievement exhibition halls), closely aligning with the educational themes of the Constitution and the Basic Law.

2. Improved Execution Mechanism

Full Funding Promotes Fairness:
Comprehensive funding includes all high school students enrolled in local courses, preventing economic disparities from impacting participation.
Flexible Arrangements for Special Schools:
Six accessible itineraries (Itineraries 1-6) are provided, along with the option to apply for single-day tours, reflecting an inclusive approach to education.
Efficient Management via Digital Platforms:
A "Unified Login System" integrates registration, approval, and resource downloads, reducing administrative burdens.

3. Deepened Learning Outcomes

Diverse Assessment for Thematic Studies:
Students are allowed to submit reports in innovative formats such as videos and models, aligning with current trends in developing multiple intelligences.
Results Sharing Mechanism:
The Education Bureau actively collects and publicly displays student work (e.g., thematic webpages), creating a positive feedback that motivates students.

II. Potential Challenges and Concerns

Structural Contradictions in Itinerary Choices

When both Form 4 and Form 5 apply, Form 4 may not be able to participate due to insufficient slots.

One-day trips (e.g., to Dapeng Fortress in Shenzhen) struggle to meet the needs for thematic studies.

Avoiding peak times like the Lunar New Year and National Day which compresses available travel periods, making it difficult for remote schools to connect.

Specific Examples

Insufficient Depth of Experience

Peak Period Limitations

Priority for Higher Grades

Issue

2. Execution Gaps for Special Student Groups

Students with Disabilities:
- There are only 6 accessible itineraries (accounting for 21%), and there is no clarification on support mechanisms for accompanying special education staff.
Alternative Solutions for Non-Participants:
- The announcement only instructs schools to "handle absence cases with caution," but does not provide alternative learning options (such as virtual reality investigations).

3. Assessment Risks of Project Studies

Differences in School-Based Grading Standards:
- Allowing schools to set their own grading criteria may lead to controversies over the recognition of grades (e.g. multimedia reports vs. academic papers).
Insufficient Teacher Training:
- There is no mention of how to support teachers in guiding project studies involving cross-provincial investigations (e.g., in-depth analysis of Shandong Qufu Confucian Culture).

III. Specific Optimization Suggestions

(1) Trip Planning Aspects

Establish a "School Rotation Priority System": If School A was approved for an out-of-province group last year, prioritize meeting the needs of School B this year.

Open "Non-Holiday Period Rewards": Schools that choose to depart on weekdays can receive additional teacher quotas.

Increase "Cross-Border Transportation Subsidies": Allow remote schools or schools located on outlying islands to apply for special transportation funding (from civic education subsidies).