COMPENDIUM TO CODE OF AID FOR AIDED SCHOOLS

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COMPENDIUM TO

CODE OF AID FOR

AIDED SCHOOLS

(Release 1.9, September 2013)

Education Bureau

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Section 1 Calculation of Staff Establishment 1 1A Staff Establishment of Aided Secondary Schools 2 Attachment A Teaching Staff Establishment 8 Attachment B Language Improvement Measures 12 Attachment C Manning Scale of Laboratory

Technicians

16

1B Staff Establishment of Aided Primary Schools 18 Attachment A Teaching Staff Establishment in Schools

Operating Bi-sessional Classes

23 Attachment B Teaching Staff Establishment in

Whole-day Schools

25

1C Staff Establishment of Aided Special Schools 27 Attachment A Ranking of Principal of Special Schools 39 Attachment B Teaching Staff Establishment for Primary

Classes in Special Schools

41 Attachment C Teaching Staff Establishment for

Secondary Classes in Special Schools

43

Section 2 Salary Scales 47

Section 3 Letter of Appointment or Contract of Service and Payment of Salaries on Appointment, Resignation, Retirement or

Termination of Appointment

54

Section 4 Qualifications for New Recruits 56

Section 5 Conditions for Promotion in Aided Schools 139 Attachment A Training Requirements for Promotion of

Teachers

141

Section 6 Conditions and Procedures for Termination of Service or Dismissal of Teachers and Specialist Staff

145

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7B Conditions for Employment of Short-term Supply Staff 152

Section 8 Allowances 154

Attachment A Special Education Programmes in Ordinary Aided Secondary/Primary Schools

158

Section 9 Administration Grant for Aided Secondary Schools 159

Section 10 Administration Grant/Revised Administration Grant for Aided Primary, Special Schools and Boarding Section of Aided Secondary Schools

160

Section 11 Expanded Operating Expenses Block Grant (EOEBG) 161

Section 12 Teacher Relief Grant (TRG) 166

Section 13 Non-recurrent Grants 169

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Section 1 Calculation of Staff Establishment

1. This Section provides details about the criteria and basis for calculating the staff establishment of aided secondary, aided primary and aided special schools as follows:

Section 1A – Staff Establishment of Aided Secondary Schools Attachment A Teaching Staff Establishment

Attachment B Language Improvement Measures

Attachment C Manning Scale of Laboratory Technicians Section 1B – Staff Establishment of Aided Primary Schools

Attachment A Teaching Staff Establishment in Schools Operating Bi-sessional Classes

Attachment B Teaching Staff Establishment in Whole-day Schools Section 1C – Staff Establishment of Aided Special Schools

Attachment A Ranking of Principal of Special Schools

Attachment B Teaching Staff Establishment for Primary Classes in Special Schools

Attachment C Teaching Staff Establishment for Secondary Classes in Special Schools

2. Schools operating combined levels of classes i.e. both secondary and primary classes such as “through-train” school, or combined session i.e. both whole-day and bi-sessional classes such as “mixed-mode” school, should refer to the relevant Sections and Attachments in calculating the staff entitlement of the school.

3. “Through-train” primary and secondary schools, though are considered as separate entities with respect to staffing establishment, can flexibly deploy teachers among the linked schools provided that the teachers concerned are kept within the approved establishment of their respective schools.

4. For a school that operates combined levels or sessions of classes where each of the level or session is entitled to a separate headship post in accordance with the calculation of teaching staff establishment, only one of the headship posts should serve as “Principal” as defined in the Education Ordinance, if the school is under one school registration.

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Section 1A Staff Establishment of Aided Secondary Schools

(I) Teaching Staff Establishment 1. Overall Establishment

Upon the implementation of the New Senior Secondary (NSS) academic structure from the 2009/10 school year, the teacher-to-class ratios¹ for secondary schools, as stipulated in the report “The New Academic Structure for Senior Secondary Education and Higher Education”

published in May 2005, are revised as follows:

From 2009/10 school year to 2011/12 school year (i.e. up to the double cohort year)

(a) 1.7 teachers per junior secondary class

(b) 1.9 teachers per senior secondary class in the new system and S5 of the pre-NSS system

(c) 2.3 teachers per S6 and S7 class of the pre-NSS system In and after 2012/13 school year

(a) 1.7 teachers per junior secondary class (b) 2.0 teachers per senior secondary class

Each school is provided with a Principal and its teaching staff entitlement is calculated according to its class organization and the corresponding teacher-to-class ratios. The teaching staff entitlement calculated should be retained at 1 decimal place.

The overall teaching staff entitlement of a school includes the additional teachers of appropriate grades as provided and specified in sub-paragraph 3 below.

(updated on 1 September 2009)

2. Graded Post within the Establishment

The ratio² of graduate teacher posts in aided secondary schools has been increased to 80% in 2008/09 school year and further to 85% in 2009/10 school year.

The number of posts in each grade should be determined by making reference to Attachment A.

1 Before the 2009/10 school year, the teaching staff ratios were 1.3 teachers per class for Secondary 1 – 5 and 2.0 teachers per class for Secondary 6 – 7. The revised teacher-to-class ratios, adopted from the 2009/10 school year have embedded the provision of additional teachers to all schools including the teachers for spilt class teaching, school librarian, additional Chinese Language teachers, additional teachers for remedial teaching, counselling and extra-curricular activities and additional non-graduate teachers under Education Commission Report No. 5.

2 With effect from 1 September 2008, the previous upgrading provisions for Expansion of Graduate Posts in Secondary Schools and Graduate Posts for Practical, Technical or Cultural Subjects has been subsumed under the enhanced graduate teacher ratio.

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(updated on 1 September 2009) 3. Additional Teachers

(a) Additional teachers of English are provided to individual schools which adopt Chinese as the medium of instruction for subjects other than language subjects, practical and technical subjects, Chinese History, Chinese Literature and English Literature. The purpose of the additional teachers is to help schools that adopt Chinese as the medium of instruction to strengthen the teaching of English. The eligibility for additional teachers of English is determined in accordance with the amount of Chinese language instruction offered.

Details concerning the calculation of additional teachers of English are in Attachment B.

(b) Enhanced Native-speaking English Teacher (NET) Scheme

NETs will be provided as additional English teachers regardless of the choice of medium of instruction (MOI), in the following scale –

Total no. of Operating Classes No. of additional NET

Below 40 1

40 or above 2

One more NET may be employed to fill one of the additional English teacher posts at GM rank allocated to them in accordance with Attachment B.

(updated on 1 April 2013)

(c) With effect from 1 September 1996, new schools are provided with one additional Graduate Master/Mistress in the initial two years of operation.

(d) With effect from 1 September 2006, additional graduate teachers are provided to individual schools with academic low achievers in Secondary 1 – 3. An additional 0.7 Graduate Master/Mistress per class of territory bottom 10% students enrolled and an additional 0.3 Graduate Master/Mistress per class of territory Band 3 students enrolled not within the Bottom 10% are provided. From 2009/10 school year onwards, the calculated number of additional teacher should be retained at 1 decimal place.

4. Fractional Graduate Master/Mistress (GM) Post

The fractional GM post is worked out by adding up the fractional entitlements, if any, in (I)1, i.e. overall establishment deduced from teacher-to-class ratios, and (I)3(d), i.e. additional teachers for schools with academic low achievers. Any whole number of the sum is added to the GM establishment. Both the fractional and whole number GM posts do not count towards the calculation of promotion posts and the graduate teacher ratio. School may keep the fractional GM post in the teaching staff establishment or opt for encashing the fractional GM post, which is calculated on the basis of the mid-point of GM teachers.

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(updated on 1 September 2009) 5. Flexibility in Staff Structure

In view of the variety of curricula and of class organisations within the aided sector, the Incorporated Management Committee and the Principal of a school may propose for the approval of the Permanent Secretary a staff-structure for the school with a higher number of non-graduate posts than the standard manning scale subject to the following conditions –

(a) (i) Among the graduate teaching posts, the proportion of Senior Graduate Master/Mistress (SGM) and Principal Graduate Master/Mistress (PGM) posts should not exceed five-twelfths.

This proportion excludes one Graduate Master/Mistress (GM) post upgraded to SGM in a secondary school with 15 or more classes with effect from 1 September 1994.

(ii) Among the non-graduate teaching posts, the proportion of Senior Assistant Master/Mistress (SAM) posts should not exceed one-quarter; and the combined proportion of SAM and Assistant Master/Mistress (AM) posts should not exceed one-half. The upgrading arrangement of an SAM post to a PAM post for a secondary school with 24 or more classes has ceased since 1 September 2008 upon the enhancement of the graduate teacher ratio.

Note: With effect from 1 September 2008, serving PAMs with a recognised degree plus teacher training (or equivalent) may apply for re-grading to SGMs to fill up new SGM posts created under the enhanced graduate teacher ratio. Upon successful re-grading or natural wastage of a serving PAM, the practice of upgrading an SAM post to a PAM post will cease with immediate effect. The respective proportions of SAM, AM and Certificated Master/Mistress (CM) posts will not be affected by the cessation of this practice. If a serving PAM teacher does not apply for re-grading to SGM, he/she can continue to be accommodated in his/her existing rank of PAM holding against an SGM post created under the enhanced graduate teacher ratio accordingly. (updated on 1 September 2008)

(iii) The proportion of graduate teaching posts should not exceed 85%

of the teaching staff entitlement, calculated according to the approved teacher-to-class ratios. This proportion excludes the additional graduate and non-graduate teaching posts provided in paragraphs 3(a), (b), (c) and (d) and the GM posts in paragraph 4.

(iv) In calculating the proportions of promotion posts, posts provided for the Principal and those in paragrahs 3(b), (c) and (d) and 4 should be excluded, but additional teachers in paragraphs 3(a) should be included.

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(b) No serving teacher's service may be terminated for the purpose of taking advantage of this provision.

(c) When a staff structure of a school has been approved and implemented which involves a greater proportion of non-graduate teachers and additional AM or SAM posts beyond those provided on the above basis, the proportion of graduates should be raised as and when AM and SAM posts fall vacant. The Permanent Secretary may, however, approve the school to replace a departing Certificated Master/Mistress with a Graduate Master/Mistress to meet a demand for graduate teachers on justifiable grounds, subject to no overall increase in the number of promotion posts.

9. Workshop Teacher

In schools with workshops designed to accommodate 40 students, one workshop Certificated Master/Mistress (Workshop Teacher) may be appointed per workshop and one Assistant Master/Mistress (Workshop Teacher) post is provided for every 4 approved workshops. In schools with workshops designed to accommodate fewer than 40 students, split class teachers may be appointed.

(II) Non-teaching Staff Establishment A. Educational Psychologists

1. The Education Bureau creates additional educational psychologist (EP) posts in aided ordinary schools and invites school sponsoring bodies (SSBs) to apply for these posts under the School-based Educational Psychology Service (SBEPS) starting from the 2008/09 school year.

Each EP post awarded to the SSB is employed as a non-teaching specialist staff of a base school under its sponsorship to provide SBEPS for schools assigned by the Education Bureau and such schools are not limited to those belonging to the same SSB operating the base school.

2. The EP posts created in aided ordinary schools are combined establishment, with the ranks of EP I and II. Candidates having fully met the entry requirements for EP I, with at least 3 years of satisfactory service as an EP II, can be considered for direct appointment to EP I. Candidates not fully meeting the above criteria may be appointed as EP II, should they meet the entry requirements for this rank. Guides to appointment of EP I and II are stipulated in Sections 4.24 and 4.25 respectively and conditions for promotion of EP are stipulated in Section 4.25.

(Updated on 24 May 2013) B. Laboratory Technician

The manning scale of Laboratory Technician is shown in Attachment C.

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C. Staff for Boarding Section (applicable to schools with an approved boarding section)

An aided secondary school with an approved boarding section subvented by the Education Bureau may be provided with the following staff:

1. Warden

One warden at the rank of:

(a) Social Work Officer for a boarding section with a capacity of more than 120 boarders; or

(b) Chief Social Work Assistant or Assistant Social Work Officer for a boarding section with a capacity of 120 or fewer boarders.

2. Assistant Warden

An assistant warden at the rank of:

(a) Assistant Social Work Officer for a boarding section with a capacity of more than 120 boarders; or

(b) Senior Social Work Assistant for a boarding section with 60 – 120 boarders; or

(c) Social Work Assistant for a boarding section with less than 60 boarders.

3. Boarding Service Master/Mistress I *

Boarding Service Masters/Mistresses I to be appointed on the following scale:

Week-day ratio

Week-end & Sunday ratio

(in addition to the week-day provision) 1 for 60 boarders 0.5 for 60 or fewer boarders

1 for 61 – 120 boarders 1.5 for 121 or more boarders 4. Boarding Service Master/Mistress II *

Boarding Service Masters/Mistresses II to be appointed on the following scale:

Week-day ratio

Week-end & Sunday ratio (in addition to the week-day provision) 2 for 60 boarders 1 for 60 boarders

5. Clerical Staff

One clerical assistant to be appointed for each boarding section for the calculation of the amount of Administration Grant or the Revised Administration Grant as appropriate payable to it³.

3 Schools that opt for the Administration Grant for their boarding section will pay the salaries of their clerical and janitor staff through the Administration Grant, and those that opt for the Revised Administration Grant will pay the salaries of their janitor staff through the Revised Administration Grant and the actual salaries of the other staff through the Salaries Grant.

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6. Cook

Cooks to be appointed on the following scale:

Number of boarders Number of cooks

39 or less 2

40 – 79 3

80 or more 4

7. Watchman

Two watchmen for each boarding section.

8. Janitor Staff *

Janitor staff to be appointed on the following scale for the calculation of the amount of Administration Grant or the Revised Administration Grant as appropriate payable to it⁴:

Week-day ratio

Week-end & Sunday ratio

(in addition to the week-day provision) 1 for 100 boarders 0.6 for 100 or fewer boarders

* Guidelines in calculating the number of staff of Boarding Service Masters/Mistresses I, Boarding Service Masters/Mistresses II and Janitor Staff –

(a) Individual fractions of these three grades will be added together and the fraction resulting, if any, will be rounded up to the next whole number;

(b) When fraction arises in either rank of boarding service master/mistress I and boarding service master/mistress II, it will be rounded up to the next whole number of boarding service master/mistress I; when fractions arise in both ranks of boarding service master/mistress I and boarding service master/mistress II, the fraction in boarding service master/mistress I will be rounded up and the fraction in boarding service master/mistress II will be rounded down;

(c) The difference between the total number of the three grades calculated as per paragraph (a) above and the total number of boarding service master/mistress I and boarding service master/mistress II calculated as per paragraph (b) above is to be appointed as janitor staff.

4 Schools that opt for the Administration Grant for their boarding section will pay the salaries of their clerical and janitor staff through the Administration Grant, and those that opt for the Revised Administration Grant will pay the salaries of their janitor staff through the Revised Administration Grant and the actual salaries of the other staff through the Salaries Grant.

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Section 1A /Attachment A Teaching Staff Establishment in Aided Secondary Schools

(The number of posts in the table below includes teachers provided according to the revised teacher-to-class ratios under new senior secondary academic structure.)

No. of posts in each rank

Total Staff Graduates Non-graduates

Entitlement Principal SGM GM Total SAM AM CM Total

7 1 2 3 5 0 0 1 1

8 1 2 4 6 0 0 1 1

9 1 3 4 7 0 0 1 1

10 1 3 5 8 0 0 1 1

11 1 3 5 8 0 1 1 2

12 1 4 5 9 0 1 1 2

13 1 4 6 10 0 1 1 2

14 1 5 6 11 0 1 1 2

15 1 5 7 12 0 1 1 2

16 1 5 8 13 0 1 1 2

17 1 6 8 14 0 1 1 2

18 1 6 8 14 0 1 2 3

19 1 6 9 15 0 1 2 3

20 1 7 9 16 0 1 2 3

21 1 7 10 17 0 1 2 3

22 1 7 11 18 0 1 2 3

23 1 8 11 19 0 1 2 3

24 1 8 12 20 0 1 2 3

25 1 8 12 20 1 1 2 4

26 1 9 12 21 1 1 2 4

27 1 9 13 22 1 1 2 4

28 1 10 13 23 1 1 2 4

29 1 10 14 24 1 1 2 4

30 1 10 15 25 1 1 2 4

31 1 10 15 25 1 1 3 5

32 1 11 15 26 1 1 3 5

33 1 11 16 27 1 1 3 5

34 1 12 16 28 1 1 3 5

35 1 12 17 29 1 1 3 5

36 1 12 18 30 1 1 3 5

37 1 13 18 31 1 1 3 5

38 1 13 18 31 1 2 3 6

39 1 13 19 32 1 2 3 6

40 1 14 19 33 1 2 3 6

41 1 14 20 34 1 2 3 6

42 1 15 20 35 1 2 3 6

43 1 15 21 36 1 2 3 6

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44 1 15 22 37 1 2 3 6

45 1 15 22 37 1 2 4 7

46 1 16 22 38 1 2 4 7

47 1 16 23 39 1 2 4 7

48 1 17 23 40 1 2 4 7

49 1 17 24 41 1 2 4 7

50 1 17 25 42 1 2 4 7

51 1 17 25 42 2 2 4 8

52 1 18 25 43 2 2 4 8

53 1 18 26 44 2 2 4 8

54 1 19 26 45 2 2 4 8

55 1 19 27 46 2 2 4 8

56 1 20 27 47 2 2 4 8

57 1 20 28 48 2 2 4 8

58 1 20 28 48 2 2 5 9

59 1 20 29 49 2 2 5 9

60 1 21 29 50 2 2 5 9

61 1 21 30 51 2 2 5 9

62 1 22 30 52 2 2 5 9

63 1 22 31 53 2 2 5 9

64 1 22 32 54 2 2 5 9

65 1 22 32 54 2 3 5 10

66 1 23 32 55 2 3 5 10

67 1 23 33 56 2 3 5 10

68 1 24 33 57 2 3 5 10

69 1 24 34 58 2 3 5 10

70 1 25 34 59 2 3 5 10

71 1 25 34 59 2 3 6 11

72 1 25 35 60 2 3 6 11

73 1 25 36 61 2 3 6 11

74 1 26 36 62 2 3 6 11

75 1 26 37 63 2 3 6 11

76 1 27 37 64 2 3 6 11

77 1 27 38 65 2 3 6 11

78 1 27 38 65 3 3 6 12

79 1 27 39 66 3 3 6 12

80 1 28 39 67 3 3 6 12

81 1 28 40 68 3 3 6 12

82 1 29 40 69 3 3 6 12

83 1 29 41 70 3 3 6 12

84 1 30 41 71 3 3 6 12

85 1 30 41 71 3 3 7 13

86 1 30 42 72 3 3 7 13

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87 1 30 43 73 3 3 7 13

88 1 31 43 74 3 3 7 13

89 1 31 44 75 3 3 7 13

90 1 32 44 76 3 3 7 13

91 1 32 44 76 3 4 7 14

92 1 32 45 77 3 4 7 14

93 1 32 46 78 3 4 7 14

94 1 33 46 79 3 4 7 14

95 1 33 47 80 3 4 7 14

96 1 34 47 81 3 4 7 14

97 1 34 48 82 3 4 7 14

98 1 34 48 82 3 4 8 15

99 1 35 48 83 3 4 8 15

100 1 35 49 84 3 4 8 15

101 1 35 50 85 3 4 8 15

Note:

(a) Ranking of Principal

The ranking of Principal of an aided secondary school is determined by the number of classes of the school in accordance with the following scale:

Number of Classes Ranking of Principal

24 or more Principal I

15 to 23 Principal II

14 or fewer classes Principal Graduate Master/Mistress

(b) Starting from 2009/10 school year, the ratio of graduate teacher posts is 85%. The 85% graduate post entitlement of a school is worked out based on the total number of teaching posts provided under the revised teacher-to-class ratios under the new senior secondary (NSS) academic structure as announced in the report on “The New Academic Structure for Senior Secondary Education and Higher Education”.

(c) Two posts in the rank of Principal Graduate Master/Mistress (PGM) are provided in an aided secondary school with 15 or more operating classes to be offset by an equivalent number of Senior Graduate Master/Mistress (SGM) posts.

(d) The upgrading arrangement for a Senior Assistant Master/Mistress (SAM) post to a Principal Assistant Master/Mistress (PAM) post for a secondary school with 24 or more classes has ceased since 1 September 2008 upon the enhancement of the graduate teacher ratio. With effect from 1 September 2008, serving PAMs with a recognised degree plus teacher training (or equivalent) may apply for re-grading to SGMs to fill up new SGM posts created under the graduate teacher ratio. Upon successful re-grading or natural wastage of a serving PAM, the practice of upgrading an SAM post to a PAM post will cease with immediate effect. The respective proportions of SAM, Assistant Master/Mistress (AM) and Certificated Master/Mistress (CM) posts will not be affected by the cessation of this practice. If a serving PAM teacher does not apply for re-grading to SGM, he/she can continue to

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be accommodated in his/her existing rank of PAM holding against an SGM post created under the graduate teacher ratio accordingly. (updated on 1 September 2008) (e) One post in the rank of Graduate Master/Mistress (GM) is upgraded to SGM for an

aided secondary school with 15 or more operating classes.

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Section 1A /Attachment B Language Improvement Measures

Major items of the improvement measures, which are designed to discriminate positively in favour of the use of Chinese as the medium of instruction, and at the same time strengthen the teaching of English and Chinese, are as follows: –

1. Additional Teacher of English (a) Secondary 1 to 3

(i) Additional teachers of English are provided to secondary schools in which full use is made of Chinese as the medium of instruction (MOI) in Secondary 1 to 3 to strengthen the teaching of English. The allocation of additional teachers of English to individual schools will be based on the following scale –

Total no. of Secondary 1 – 3 classes No. of additional teachers of English 14 or below 1 (1 graduate)

15 – 23 2 (1 non-graduate, 1 graduate)*

24 – 29 3 (1 non-graduate, 2 graduates) 30 – 35 4 (2 non-graduates, 2 graduates)

* See Attachment B1 for principles of calculation

(ii) With respect to schools using both English and Chinese as the medium of instruction for different subjects and in different classes, the following rules are applied to determine the number of additional teachers of English to be given –

Let T = Total number of teaching periods in subjects other than language subjects (i.e. English, Chinese, Putonghua, etc.), practical and technical subjects (i.e. Visual Arts [formerly known as Art and Design], Home Economics, Design and Technology, Computer and Information Technology, Physical Education, Music, etc.) and Chinese History in Secondary 1 to 3.

C = Total number of teaching periods in subjects other than language subjects (i.e. English, Chinese, Putonghua, etc.), practical and technical subjects (i.e. Visual Arts [formerly known as Art and Design], Home Economics, Design and Technology, Computer and Information Technology, Physical Education, Music, etc.) and Chinese History in Secondary 1 to 3 in which Chinese is used as the MOI.

• Secondary schools with a total of 3 – 14 Secondary 1 to 3 classes - If C is less than 50% of T, no additional teacher of English

will be given.

- If C is 50% or more of T, one additional graduate teacher of English will be given.

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will be given.

- If C is between 25% and 74% of T, one additional non-graduate teacher of English will be given.

- If C is 75% or more of T, two additional teachers of English (a graduate and a non-graduate) will be given.

will be given.

- If C is between 25% and 74% of T, two additional teachers of English (a graduate and a non-graduate) will be given.

- If C is 75% or more of T, three additional teachers of English (2 graduates and a non-graduate) will be given.

will be given.

- If C is between 25% and 74% of T, three additional teachers of English (2 graduates and a non-graduate) will be given.

- If C is 75% or more of T, four additional teachers of English (2 graduates and 2 non-graduates) will be given.

(b) Secondary 4 to 5

(i) To strengthen the teaching of English in senior forms, schools under the following categories are provided with an additional graduate teacher of English –

• Schools with a total of four or more Secondary 4 to 5 classes and their C to T ratio is equal to or larger than 0.25; or

• Schools with less than four Secondary 4 and 5 classes and their C to T ratio is equal to or larger than 0.5,

where T = Total number of teaching periods in subjects other than language subjects (i.e. Chinese, English, French, Chinese Literature, English Literature, Putonghua, etc.), practical and technical subjects (i.e. Visual Arts [formerly known as Art and Design], Home Economics, Design and Technology, Computer and Information Technology, Physical Education, Music, etc.) and Chinese History in Secondary 4 and 5.

C = Total number of teaching periods in subjects other than language subjects (i.e. Chinese, English, French, Chinese Literature, English Literature, Putonghua, etc.), practical and technical subjects (i.e. Visual Arts (formerly known as Art

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and Design), Home Economics, Design and Technology, Computer and Information Technology, Physical Education, Music, etc.) and Chinese History in Secondary 4 and 5 in which Chinese is used as the MOI.

(ii) A subject or class will be considered as being taught in Chinese only if all related textbooks, school examinations and tests materials in that subject are also conducted in Chinese.

(iii) Principals are reminded that additional teachers of English are provided in order to improve students' language ability. This provision must not be exploited to reduce the number of periods taught by any teacher in any subject.

(c) Schools may opt for encashment of the additional English teaching posts entitled since the 2006/07 school year to enhance the flexibility in the deployment of resources to strengthen the teaching of English.

(updated on 1 April 2013) 2. Additional Teaching Spaces

(a) To enable split-class English Language teaching to be carried out in junior secondary forms, extra accommodation is provided. As the split classes are smaller in size, they can be accommodated in half-sized classrooms.

Hence schools eligible for one or more additional teachers of English will be allowed to partition some of their existing classrooms to create the additional rooms required. Individual schools will be informed of the maximum number of classrooms to be partitioned and converted into smaller rooms for split classes in English in accordance with the maximum number of additional teachers of English provided for such classes.

(b) The partitioning can either be of a fixed or movable type, depending on the preference of schools. Individual eligible schools will be invited to make application to the Permanent Secretary to carry out the work as a major repairs project.

3. Additional Teaching Aids

To further support the teaching of English, schools which are eligible for one or more additional teachers of English will be provided with a one-off library grant for the purchase of additional reading materials in English as well as other teaching/learning aids.

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Section 1A /Attachment B1 Principles of Calculation of Additional Teachers of English

A standard-sized secondary school (6664422) in which full use is made of Chinese as the medium of instruction in Secondary 1 to 3 will be provided with two additional teachers of English to enable English classes in at least Secondary 1 – 2 to be split for more effective teaching. The requirement for two additional English teachers is calculated as follows:

(a) No. of Secondary 1 – 2 classes: 6 x 2 = 12.

(b) No. of English periods per class per week (Curriculum Development Committee recommendation): 7

(c) No. of additional English periods necessary for split classes in Secondary 1 – 2: 12 x 7 = 84.

(d) Normal 5-day weekly teaching load per English teacher: 30

(e) Total no. of additional English teachers required: 84 ÷ 30 = 3 (rounded up).

(f) No. of additional English teachers already approved in September 1982 for remedial teaching in English: 1

(g) Therefore no. of additional English teachers to be provided: 3 – 1 = 2.

With a total of three additional teachers of English, a school should be able to split all the English classes in Secondary 1 and 2 for small-group teaching and have six periods of remedial teaching in Secondary 3.

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Section 1A /Attachment C Manning Scale of Laboratory Technicians

1. The manning scale of Laboratory Technicians is based on the number of practical periods in the whole school in accordance with the number of operating classes and the type of syllabuses adopted and calculated as follows:

No. of practical periods per week for the whole school * No. of Laboratory Technicians =

54

* For schools operating 6-day or 7-day cycles, the number of practical periods per cycle needs to be converted into number per week by multiplying it with 5/X, where X represents the number of days per cycle.

2. The following rules will also apply in the above manning scale:

(a) any fraction of a post of Laboratory Technician of half or above will be considered as one post;

(b) for a developing school where less than two Laboratory Technician posts are justified, any fraction derived will be considered as one post; and

(c) the maximum number of Laboratory Technicians should not, in any case, be greater than the number of laboratories in the school.

3. In the calculation of the number of practical periods per week, the following standard numbers of practical periods for different types of syllabuses in each class are to be used:

Level Subject

S1 S2 S3 S4 S5 S6 ASL

S6 AL

S7 ASL

S7 AL Integrated Science/

Science (S1 – 3)

4 4 4 – – – – – –

Human Biology – – – 3 3 – – – –

Biology 1 1 2 3 3 3 6 3 6

Chemistry 1 1 2 3 3 3 6 3 6

Physics 1 1 2 3 3 3 6 3 6

Engineering Science – – – 3 3 – 6 – 6

Science and Technology

– – – 3 3 – – – –

Where schools are assigning less than the standard numbers of practical periods per week to any class, the actual number should be used in working out the entitlement.

4. (a) One of the Laboratory Technician posts provided will be ranked at Laboratory Technician I in a school where there are four or more laboratories and three or more Laboratory Technicians; and

(b) One Laboratory Technician I post will be provided at the initial stage for a developing school planned to have four or more laboratories and three or more Laboratory Technicians by the third year of its operation.

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5. Where a school is operating Secondary 6 and 7 and has one or more demonstration rooms, one demonstration room only should be counted as a laboratory for staffing purposes.

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Section 1B Staff Establishment of Aided Primary Schools

A. Teaching Staff Establishment 1. Staffing Ratio

(a) The teaching establishment of an aided bi-sessional or whole-day primary school is calculated respectively on the basis of 1.3 or 1.4 teachers per class. In order to avoid the use of fractions of a teacher, the number of teachers resulting from the application of the 1.3:1 or 1.4:1 formula should be rounded up to the nearest whole number.

The only exception to the general rule is that schools operating only one class will be staffed with 1.5 teachers.

(b) In schools with 6 or more classes, the calculation is exclusive of the post of the Principal of the school.

(c) Aided primary schools are staffed with teachers at the grades of Certificated Master/Mistress (for non-graduate teachers) and Primary School Master/Mistress (for graduate teachers).

(d) Each primary school is entitled to have 50% of its teaching staff in the graduate grade, and should put in place a reasonable grade structure.

(updated on 1 September 2009) 2. Recommended Grade Structure

The recommended grade structure is as follows:

(a) The headship and the deputy headship posts should be at the graduate level;

(b) 50% of the senior teacher posts should be graduate teacher posts; and (updated on 1 September 2009)

(c) The remaining graduate posts should be allocated to the basic rank teacher level.

3. Alternative Grade Structure

Notwithstanding (2) above, a school has the flexibility to determine an alternative grade structure, and the following should apply:

Grade structure with the number of Primary School Master/Mistress posts exceeding 50% of the senior teacher posts:

(a) The sponsor/Incorporated Management Committee should consult all the teaching staff and obtain their consensus before determining the grade structure.

(b) The headship and the deputy headship posts should remain at the graduate level.

(c) Flexibility may be allowed in determining the percentage of graduate posts in the senior teacher rank and the basic rank, subject to the total number of senior teacher posts, graduate teacher posts and the staff

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entitlement in each school not being exceeded.

(d) The sponsor/Incorporated Management Committee should forward the proposed grade structure with justifications to the Education Bureau for endorsement. It should also consult all the teaching staff and obtain their consensus before proposing any subsequent changes to the grade structure adopted six months in advance. Prior consent from the Education Bureau should be obtained before implementation.

(updated on 1 September 2009) 4. Ranking of Teaching Staff

(a) Principal of School

(i) The ranking of Principal for a bi-sessional/whole-day school is shown in Attachment A/Attachment B respectively.

(ii) In bi-sessional schools with 25 classes or more where each session is considered as a separate school in the calculation of teaching staff establishment, two headship posts will be provided, one of which will serve as “Principal” as defined in the Education Ordinance if the bi-sessional school is under one school registration.

(b) Senior Teacher

The provision of senior teachers is included in the manning scale in Attachment A for primary schools operating bi-sessional classes at the ratio of one senior teacher for every four classes and Attachment B for whole-day primary schools at the ratio of one senior teacher for every three classes. The rank of a senior teacher will be Senior Primary School Master/Mistress (SPSM), Primary School Master/Mistress (PSM) or Assistant Master/Mistress (AM) as appropriate. Senior teachers are required to undertake specific duties in addition to class teaching. The Incorporated Management Committee or Principal of a school may exercise discretion in the allocation of duties to senior teachers as well as the re-distribution of their duties in the light of the school’s entitlement of senior teachers. In a primary school with 12 – 23 classes, one PSM post will be re-ranked to the SPSM rank for the deputy head, and in a primary school with 24 classes or more, two PSM posts will be re-ranked to the SPSM rank for deputy heads.

Teachers in the PSM or AM rank may be appointed by promotion or direct appointment to take up the deputy head posts. (updated on 1 September 2008)

(c) Class Teacher

The rank of class teachers is Assistant Primary School Master/Mistress (APSM) or Certificated Master/Mistress (CM) as appropriate. The provision of class teachers is included in the manning scale in Attachment A for primary schools operating bi-sessional classes and Attachment B for primary schools operating whole-day classes.

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5. Additional Teacher

(a) Student Guidance Teacher

For schools without the student guidance service grant or not being served by Student Guidance Officer, an additional post of the PSM (under sponsor-based entitlement) or AM rank for Student Guidance Teacher (SGT) is provided to a school with 18 or more classes or shared by 2 schools each with 5 – 17 classes under the same sponsoring body. In connection with the enhancement of graduate teacher ratio under 1(d), 2 and 3 above –

(i) for a sponsoring body entitling to one SGT only for the schools under it, the SGT post is included in the teaching staff entitlement of the base school for working out the graduate post entitlement of that school and the SGT will be considered together with other teachers in the school for re-grading; and

(ii) for a sponsoring body entitling to two or more SGTs, the following options are given –

• The SGT post be included in the teaching staff entitlement of each individual base school for working out the graduate post entitlement of the school and the SGT be considered together with other teachers in the school concerned for re-grading; or

• A graduate post entitlement equivalent to 50% of the SGT posts entitled be provided to the sponsoring body and the appointment of SGTs in the PSM grade be considered separately under the same sponsoring body.

For (ii) above, the option, once made, is irrevocable under normal circumstances.

(updated on 1 September 2009) (b) Teacher-librarian

A school meeting one of the following conditions is entitled to the provision of one additional CM post for undertaking the duties of a teacher-librarian –

(i) each whole-day primary school with three or more ordinary classes

(ii) each bi-sessional primary school with 12 or more ordinary classes

(iii) two bi-sessional primary schools housed in the same premises with a total of 12 or more ordinary classes (i.e. the number of a.m.

ordinary classes plus the number of p.m. ordinary classes)

This teacher-librarian post is a regular post in addition to the normal teaching establishment of a school calculated under paragraph 1 (a) and (b) above. The service of a teacher-librarian is counted as teaching experience for promotion purposes in aided primary schools.

A school, upon the provision of this additional post, may deploy a teacher at the AM/PSM rank to fill the teacher-librarian post. For appointment as a teacher-librarian, a teacher should have a minimum of two years’ teaching experience and preferably the relevant

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professional qualification in librarianship. Upon appointment a teacher-librarian is required, where appropriate, to complete a part-time day-release training course or other professional training course organised by the Education Bureau.

(c) Additional Senior Teacher Post of English

An additional senior teacher post, to be offset by a post in the rank of CM or APSM as appropriate, is provided to each school that operates six or more classes to provide curriculum leadership in the teaching of English to improve co-ordination, planning and methodology. In an aided bi-sessional primary school with a total of 25 classes or more for both sessions, each session is considered as a separate school.

The conditions for promotion/appointment to the additional post are at Section 5.

(d) Additional Posts for Specialised Teaching

The provision of additional CM posts calculated on the basis of 0.1 teacher per class is provided for the implementation of specialised teaching in English Language, Chinese Language and Mathematics in primary schools. Upon full implementation from 2007/08 school year, the teacher-to-class ratio is enhanced from 1.4 to 1.5 teachers per class for whole-day primary schools, and from 1.3 to 1.4 teachers per class for bi-sessional schools. (updated on 1 September 2008)

(e) Primary School Curriculum Leader

With effect from the 2007/08 school year, an additional post for Primary School Curriculum Leader at the PSM rank is provided to a primary school with 12 or more approved classes, and for a primary school with 6 to 11 approved classes, the post is at the APSM rank.

B. Non-teaching Staff Entitlement Educational Psychologists

(a) The Education Bureau creates additional educational psychologist (EP) posts in aided ordinary schools and invites school sponsoring bodies (SSBs) to apply for these posts under the School-based Educational Psychology Service (SBEPS) starting from the 2008/09 school year.

Each EP post awarded to the SSB is employed as a non-teaching specialist staff of a base school under its sponsorship to provide SBEPS for schools assigned by the Education Bureau and such schools are not limited to those belonging to the same SSB operating the base school.

(b) The EP posts created in aided ordinary schools are combined establishment, with the ranks of EP I and II. Candidates having fully met the entry requirements for EP I, with at least 3 years of satisfactory service as an EP II, can be considered for direct appointment to EP I. Candidates not fully meeting the above criteria may be appointed as EP II, should they

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meet the entry requirements for this rank. Guides to appointment of EP I and II are stipulated in Sections 4.24 and 4.25 respectively and conditions for promotion of EP are stipulated in Section 4.25.

(Updated on 24 May 2013)

The following scales should apply in determining the clerical and janitor staff entitlements of a school for the purpose of calculating the amount of Administration Grant or the Revised Administration Grant as appropriate payable to it⁵:

1. Clerical staff

(a) Bi-sessional schools

No. of classes Rank and no. of clerical staff entitled

1 – 3 Nil

4 – 11 1 Clerical Assistant

12 – 23 1 Assistant Clerical Officer

24 or more 1 Assistant Clerical Officer + 1 Clerical Assistant In bi-sessional schools with 25 classes or more, each session will be considered as a separate school in the calculation of the clerical staff establishment.

(b) Whole-day schools

No. of classes Rank and no. of clerical staff entitled

1 – 3 Nil

4 – 11 1 Clerical Assistant

12 – 23 1 Assistant Clerical Officer + 1 Clerical Assistant 24 or more 1 Assistant Clerical Officer + 2 Clerical Assistants 2. Janitor staff

One janitor staff may be allowed for every four or fraction of four classes and special purpose rooms in use for the AM or whole-day session and one janitor staff may be allowed for every eight or fraction of eight classes and special purpose rooms in use for the PM session. If the total includes a fraction of 0.5 or above, it will be rounded up to next whole number.

5 Schools that opt for the Administration Grant will pay the salaries of their clerical and janitor staff through the Administration Grant, and those that opt for the Revised Administration Grant will pay the salaries of their janitor staff through the Revised Administration Grant and the actual salaries of the clerical staff through the Salaries Grant.

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Section 1B/Attachment A Teaching Staff Establishment in Aided Primary Schools

Operating Bi-sessional Classes under the 1.3:1 teacher-to-class ratio and a ratio of one Senior Teacher for every four classes

No. of Classes *

Rank of Principal

No. of Deputy Head

(SPSM) @

No. of Senior Teachers # (excluding Deputy Head,

if entitled)

No. of Class Teachers #

Total No. of Staff (including

Principal) 1

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM HMII HMII HMII HMII HMII HMII HMII HMII HMII HMII HMII HMII HMI HMI HMI HMI HMI HMI HMI HMI HMI HMI HMI HMI HMI

– – – – – – – – – – – 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2

0 0 0 1 1 1 1 2 2 2 2 2 2 2 2 3 3 3 3 4 4 4 4 4 4 4 4 5 5 5 5 6 6 6 6 7

0.5 2 3 4 5 7 9 9 10 11 13 13 14 16 17 17 19 20 21 21 23 24 25 26 27 28 30 30 31 32 34 34 35 37 38 38

1.5 3 4 6 7 9 11 12 13 14 16 17 18 20 21 22 24 25 26 27 29 30 31 33 34 35 37 38 39 40 42 43 44 46 47 48 (updated on 1 September 2008)

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* In a bi-sessional school with 25 classes or more, where each session is considered as a separate school in the calculation of teaching staff establishment, two headship posts will be provided, one of which will serve as “Principal” as defined in the Education Ordinance if the bi-sessional school is under one school registration.

@ In an ordinary primary school with 12 – 23 classes, one PSM post will be re-ranked to the SPSM rank for deputy head, and in an ordinary primary school with 24 classes or more, two PSM posts will be re-ranked to the SPSM rank for deputy heads.

# The respective numbers of senior teachers (excluding the deputy head) and class teachers by rank (i.e. by PSM, AM, APSM and CM) entitled by a school should be determined in accordance with the grade structure it has adopted or as endorsed by the Education Bureau as appropriate, subject to the total number of graduate teacher posts entitled by the school not being exceeded.

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Section 1B/Attachment B Teaching Staff Establishment in Whole-day Aided Primary Schools

under the 1.4:1 teacher-to-class ratio

and a ratio of one Senior Teacher for every three classes No. of

Classes

Rank of Principal

No. of Deputy Head

(SPSM) @

No. of Senior Teachers # (excluding Deputy

Head, if entitled)

No. of Class Teachers#

Total No. of Staff (including

Principal) 1

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM SPSM HMII HMII HMII HMII HMII HMII HMII HMII HMII HMII HMII HMII HMI HMI HMI HMI HMI HMI HMI HMI HMI HMI HMI HMI HMI

– – – – – – – – – – – 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2

0 0 1 1 1 2 2 2 3 3 3 3 3 3 4 4 4 5 5 5 6 6 6 6 6 6 7 7 7 8 8 8 9 9 9 10

0.5 2 3 4 5 7 8 10 10 11 13 13 15 16 16 18 19 20 21 22 23 24 26 26 27 29 29 31 32 32 34 35 36 37 38 39

1.5 3 5 6 7 10 11 13 14 15 17 18 20 21 22 24 25 27 28 29 31 32 34 35 36 38 39 41 42 43 45 46 48 49 50 52 (updated on 1 September 2008)

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@ In an ordinary primary school with 12 – 23 classes , one PSM post will be re-ranked to the SPSM rank for deputy head and in an ordinary primary school with 24 classes or more, two PSM posts will be re-ranked to the SPSM rank for deputy heads.

# The respective numbers of senior teachers (excluding the deputy head) and class teachers by rank (i.e. by PSM, AM, APSM and CM) entitled by a school should be determined in accordance with the grade structure it has adopted or as endorsed by the Education Bureau as appropriate, subject to the total number of graduate teacher posts entitled by the school not being exceeded.

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Section 1C Staff Establishment of Aided Special Schools

SCHOOL SECTION

A. Teaching Staff Establishment 1. Staffing Ratio

Upon the implementation of the New Senior Secondary academic structure from the 2009/10 school year, the staffing ratios for primary classes and junior secondary classes are 1.7 teachers per class, and the staffing ratio for senior secondary classes is 1.9 teachers per class. These staffing ratios have embedded the Additional Teachers for All Special Schools⁶. Starting from the 2012/13 school year, the staffing ratio for senior secondary classes of special schools offering the ordinary curriculum will be 2.0 teachers per class. The number of teachers will be calculated separately for the primary and secondary sections. Any decimal teacher entitlement arising from the calculation of the foregoing staffing ratios will be provided as Graduate Master/Mistress (GM) and Assistant Primary School Master/Mistress (APSM) in the secondary and primary sections respectively. Schools may keep the fractional teacher posts, which will not be counted towards the calculation of promotion posts or graduate teacher ratio, in the teaching staff establishment. Alternatively, schools may opt for encashing the fractional teacher posts calculated at the mid-point salary of GM and APSM respectively.

(updated on 1 September 2009) 2. Ranking of Teaching Staff

(a) Principal of School

In schools with more than 3 classes, the calculation is exclusive of the post of the Principal of the school. The ranking of Principal is shown in Attachment A.

(b) Senior Teacher

Senior teachers for the primary section are included in the teaching establishment. The rank of a senior teacher should be Senior Primary School Master/Mistress (SPSM), Primary School Master/Mistress (PSM) or Assistant Master/Mistress (AM). Senior teachers are required to undertake specific duties in addition to class teaching. In a primary special school or special school with primary section with 12 – 23 equivalent ordinary primary classes, one PSM post will be re-ranked to the SPSM rank for the deputy head, and in a primary special school or special school with primary section with 24 equivalent ordinary primary classes or more, two PSM posts will be re-ranked to the SPSM rank for deputy heads. For special schools

6 Additional Teachers for All Special Schools include Resource Teacher for Supportive Educational Programmes, Teacher Librarian and teacher for spilt-class teaching.

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with both primary and secondary sections, they are allowed to opt for the provision of deputy heads either at the secondary level or the primary level, but not both. The option once made is irrevocable.

All teachers in the PSM or AM rank may be appointed by promotion or direct appointment to take up the deputy head posts. (updated on 1 September 2008)

(c) Teacher Assisting in Speech Therapy (TAST)

Special schools for children with hearing impairment may appoint TASTs at the ratio of 1 for 3 classes of which one post must be offset by a speech therapist.

The number of TASTs is calculated for the school as a whole.

Where fractional staff results, this will be rounded up when it reaches 0.5, otherwise it will be rounded down. The resulting number will then be apportioned between the primary and secondary sections of the school in accordance with the number of classes in each section, in such a way that no fractional staff for either section will result.

TASTs form part of the non-graduate teaching establishment of the school.

(d) Mobility Instructor

A special school for the visually impaired or the visually impaired with intellectual disability may appoint 0.5 mobility instructor per class. Mobility instructors will be apportioned between the primary and secondary sections of the schools in accordance with the number of classes in each section and be included in the calculation of the teaching staff establishment for the relevant section before the rounding up or down of fractional staff. Mobility instructors are reckoned as members of the non-graduate teaching establishment of the school.

(e) Resource Teacher

(i) Resource Teacher for Children with Visual Impairment

A special school for the visually impaired may appoint resource teachers to teach children with visual impairment (those with total blindness, severe low vision or moderate low vision) who register with the school for the visually impaired for resource support and attend ordinary schools and special schools other than those for the visually impaired, at the ratio of 0.5 teacher for 1 – 4 students. Such teachers for secondary students of ordinary schools will be reckoned as members of the graduate teaching establishment of the secondary section while those for students of primary classes of ordinary schools and special schools will be reckoned as members of the non-graduate teaching establishment of the primary section. In calculating the number of resource teachers for children with visual impairment at Graduate Master/Mistress (GM) and Certificated Master/Mistress (CM) ranks, when dividing both numbers of target students by 4 leaves

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2 remainders and the sum of the remainders does not exceed 4, the remainders should be added together for the calculation of resource teacher establishment at the GM rank.

(ii) Resource Teacher for Autistic Children

A special school for children with mild and/or moderate intellectual disability may appoint 1 additional non-graduate resource teacher in its primary section for children with autistic disorder, taking into account their needs for varying degree of remedial support at the following provision ratio:

No. of children with autistic disorder

No. of teachers provided Every 8 requiring intensive

remedial teaching programme

1 Every 16 requiring less intensive

remedial teaching programme

1

The additional teaching post is approved on the understanding that the operation of remedial teaching programme for autistic children is justified by the actual enrolment of such students in the school. The post will be clawed back when it is no longer justified.

(iii) Resource Teacher for Supportive Remedial Service

• A special school for children with hearing impairment may appoint 1 additional non-graduate resource teacher in its primary section to provide remedial teaching support to students with hearing impairment who are attending ordinary primary schools and are identified to be backward academically, at the ratio of 1 teacher for 1 unit. The size of a unit is 1 – 20 students.

• A special school for children with hearing impairment may appoint 1 additional resource teacher at the GM grade in its secondary section to provide remedial teaching support to students with hearing impairment who are at junior secondary level in ordinary schools, at the ratio of 1 teacher for 1 unit. The size of a unit is 1 – 10 students.

(f) Teacher for Senior Secondary Support Programme

Hospital School may appoint 1.5 teachers at GM rank for a Senior Secondary Support Programme. The additional teacher posts will not be counted towards the calculation of promotion posts or graduate teacher ratio. The School may keep the fractional teacher post in the teaching establishment or opt for a cash provision calculated on the basis of the mid-point salary of GM.

(updated on 1 September 2009) (g) Low-vision Training Teacher

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A special school for the visually impaired or the visually impaired with intellectual disability may, subject to the needs identified, appoint not more than 1 additional non-graduate teacher in its primary section for delivering low-vision training programme. The school is entitled to 0.5 or 1 additional non-graduate teacher if the workload of the low-vision training service is below or over 50% of the workload of a full-time teacher respectively.

(h) Additional Senior Teacher Post of English

An additional senior teacher post, to be offset by a post in the rank of CM or Assistant Primary School Master/Mistress (APSM) as appropriate, is provided to each primary special school/special school with primary section that operates six or more primary classes and adopts the ordinary school curriculum to provide curriculum leadership in the teaching of English to improve co-ordination, planning and methodology. The conditions for appointment to the additional post are at Section 5.

(i) Primary School Curriculum Leader

With effect from the 2007/08 school year, an additional Primary School Curriculum Leader post at the PSM rank is provided to a special school with 12 or more approved primary classes; and for a special school with 6 to 11 approved primary classes, the post is at the APSM rank. (updated on 1 September 2008)

(j) Expansion of Graduate Post in Special Schools with a Secondary Section

For higher teaching standards, a special school with a secondary section may upgrade a maximum of four non-graduate teaching posts to graduate teaching posts. With effect from 1 September 2008, this provision of graduate posts upgraded from non-graduate posts is subsumed under the enhanced graduate teacher ratio. (updated on 1 September 2008)

(k) Graded Post within the Establishment

The number of posts in each grade is determined by making reference to the following attachments:

Attachment B Teaching Staff Establishment for Primary Classes in Special Schools

Attachment C Teaching Staff Establishment for Secondary Classes in Special Schools (updated on 1 September 2008) (l) Flexibility in Teaching Staff Structure

In view of the varying needs of different categories of special schools, Principals and the Incorporated Management Committee may propose, for the approval of the Permanent Secretary, teaching staff structures for the secondary sections of their schools with a higher proportion of

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non-graduate posts than in the standard manning scales, subject to the following conditions:

(i) No serving teacher’s service may be terminated for the purpose of taking advantage of this provision; and

(ii) When a teaching staff structure of a school has been approved and implemented which involves additional AM or Senior Assistant Master/Mistress (SAM) posts, it will only be possible to raise the proportion of graduate posts when AM and SAM posts fall vacant. It will not then be possible to replace a departing CM with a GM.

(m) Workshop Teacher

(i) In special schools with workshops in the secondary section, one Certificated Master/Mistress (Workshop Teacher) may be appointed per approved workshop.

(ii) In special schools with workshops in the secondary section, one Assistant Master/Mistress (Workshop Teacher) may be appointed for every 4 approved workshops.

B. Non-teaching Staff Establishment 1. Laboratory Technician

(a) Laboratory Technicians II/III for science laboratories may be appointed on the following scale:

Number of Laboratories Number of Laboratory Technicians

1 1

2 2

3 3

(b) In special schools for the hearing impaired with up to 17 classes, an additional Laboratory Technician II/III may be appointed for the maintenance of audiological equipment and hearing aids. A second additional laboratory technician may be appointed in schools for the hearing impaired with 18 classes or more.

(c) In special schools with five or more laboratories in the secondary section, one of the laboratory technicians may be appointed at the Laboratory Technician I level.

(d) In a special school for the hearing impaired with more than 17 classes, one of the laboratory technicians appointed for the maintenance of audiological equipment and hearing aids may be appointed at the Laboratory Technician I level.

(e) In a special school for the visually impaired (special school for the visually impaired with intellectual disability excluded), a Laboratory Technician II/III may be appointed for the maintenance of special equipment/technical aids, and for providing technical assistance in

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setting up and operating the equipment.

2. Special School Social Worker

(a) Special schools may appoint 0.5 special school social worker for every 35 students. However, where a sponsor operates two or more special schools, the ratio of provision may be applied to the combined capacity of the schools as if they were a single school.

(b) Special school social workers should, in general, be ranked at the Senior Social Work Assistant level.

(c) Social workers in the following categories of special schools should be ranked at the Assistant Social Work Officer level, if graduate social workers are employed; or at the Senior Social Work Assistant level if the posts are filled by non-graduate social workers;

(i) schools for social development;

(ii) schools with senior secondary classes; or

(iii) schools where there are three or more professional disciplines (e.g. speech therapists, physiotherapists, occupational therapists and nurses) in addition to teachers and social workers, and where the social workers are given the additional responsibilities of a rehabilitation coordinator.

3. Speech Therapist (ST)

Special schools for the hearing impaired, for the visually impaired with intellectual disability, for the physically disabled, and for the intellectually disabled may appoint STs on the following scale:

Type of School No. of Classes No. of ST (i) Visual impairment with intellectual

disability, Physical disability, Mild intellectual disability, Moderate intellectual disability, and Combined mild and moderate intellectual disability

1 – 5 6 – 10 11 – 15 16 – 20 21 – 25 26 – 30

1 2 3 4 5 6 (ii) Severe intellectual disability 1 – 5

6 – 10 11 – 15 16 – 20

1 2 2.5

3

(iii) Hearing impairment 1 ST by offsetting 1 of the TAST posts (updated on 1 September 2009)

4. Physiotherapist and Artisan

(a) Special schools for children with physical disability and severe intellectual disability may appoint 0.5 physiotherapist for every 15

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students and one artisan to support every two physiotherapists.

(b) The Staff Structure for Physiotherapist (PT) should be as follows:

Ranking of staff

No. of PTs entitled SPT PT I PT II

1 – 1 –

1.5 – 1 0.5

2 – 1 1

2.5 – 1 1.5

3 – 1 2

3.5 – 1 2.5

4 – 2 2

4.5 – 2 2.5

5 – 2 3

5.5 – 2 3.5

6 1 2 3

6.5 1 2 3.5

7 1 2 4

7.5 1 2 4.5

8 1 3 4

8.5 1 3 4.5

9 1 3 5

9.5 1 3 5.5

10 1 4 5

5. Occupational Therapist and Occupational Therapy Assistant

(a) Special schools for children with physical disability and severe intellectual disability may appoint 0.5 occupational therapist and 0.5 occupational therapy assistant for every 15 students.

(b) The Staff Structure for Occupational Therapist (OT) should be as follows:

Ranking of staff

No. of OTs entitled SOT OT I OT II

1 – 1 –

1.5 – 1 0.5

2 – 1 1

2.5 – 1 1.5

3 – 1 2

3.5 – 1 2.5

4 – 2 2

4.5 – 2 2.5

5 – 2 3

5.5 – 2 3.5

6 1 2 3

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Ranking of staff

No. of OTs entitled SOT OT I OT II

6.5 1 2 3.5

7 1 2 4

7.5 1 2 4.5

8 1 3 4

8.5 1 3 4.5

9 1 3 5

9.5 1 3 5.5

10 1 4 5

6. Educational Psychologist

(a) Sponsoring bodies operating a minimum of 30 special school classes (except hospital schools) may appoint school-based educational psychologists. While each educational psychologist may serve more than one special school under a particular sponsor, he will be employed by and stationed at one of the schools and considered as a member of the non-teaching specialist staff of that school. Provision ratios for educational psychologists to be employed by special schools are as follows:

No. of Classes

Operated by the Same Sponsor Provisions of Psychologist(s)

30 – 59 1

60 – 99 2

100 – 139 3

140 – 179 4

(b) The Educational Psychologist (EP) posts created in aided special schools are combined establishment, with the ranks of EP I and II.

Candidates having fully met the entry requirements for EP I, with at least 3 years of satisfactory service as an EP II, can be considered for direct appointment to EP I. Candidates not fully meeting the above criteria may be appointed as EP II, should they meet the entry requirements for this rank. Guides to appointment of EP I and II are stipulated in Sections 4.24 and 4.25 respectively and conditions for promotion of EP are stipulated in Section 4.25.

(Updated on 24 May 2013) 7. School Nurse

Special schools for children with physical disability, intellectual disability and for the visually impaired with intellectual disability may appoint full-time registered nurses on the following scale: