一間中學拿到五十萬撥款，買了一批平板，三位科任老師願意試。到了十二月，教務主任問起進度，沒有人說得出六個教學例子分別在哪一級、哪一科、哪一週上過。A secondary school receives the HK$500,000 grant, buys a cart of tablets, and finds three subject teachers willing to try. By December the vice-principal asks for progress, and nobody can say which level, which subject or which week the six teaching examples were taught in.
缺口不在課時。以教育局 2026/27 學年的校曆例子計算，由一月到七月，扣掉假期與考試，剩下 107 個上學日；五項承諾真正佔用課堂的，只有十五節。缺的是一張表：哪一科、哪一級、哪一週、用哪兩節、留下甚麼證據。Classroom time is not the gap. On the Education Bureau's example calendar for 2026/27, January to July, with holidays and examinations removed, holds 107 school days, and the five commitments need only fifteen periods in a classroom. What is missing is a table: which subject, which level, which week, which two periods, and what evidence is left behind.
下面把五項承諾拆成可以排的單位，放進五個教學段，再把每一節要留下的證據寫在同一行。日期取自 2026/27 校曆例子，學校換上自己的校曆，結構不變。The five commitments are broken into units that can be scheduled, placed into five teaching blocks, and each period is paired with the evidence it leaves. The dates come from the 2026/27 example calendar; a school substitutes its own and the structure holds.
摘要Summary
- 五項承諾是數量：三科兩級、六個教學例子、三次公開課、三次分享會、兩項學生活動。The five commitments are counts: three subjects at two levels each, six teaching examples, three open lessons, three sharing sessions and two student activities.
- 通函沒有規定每一項用多少節；學校要自己定一個算法，再把它放進時間表。The circular sets no period count for any of them. The school has to fix its own arithmetic and put it into the timetable.
- 2026/27 校曆例子由一月到七月，扣掉假期與考試，共五個教學段、107 個上學日。On the 2026/27 example calendar, January to July, with holidays and examinations removed, holds five teaching blocks and 107 school days.
- 六個例子按每例兩節計，加三次公開課，共十五節；分享會與學生活動在課堂以外。Six examples at two periods each plus three open lessons make fifteen periods; the sharing sessions and student activities sit outside lessons.
- 每個例子留一行紀錄：日期、科目、級別、班別、教師、作品；兩份報告的表格由這一行填。Each example leaves one line of record: date, subject, level, class, teacher and student work. The two report forms are filled in from that line.
- 撥款可以買工具與服務，不能資助教師修讀 AI 課程、餐飲，也不能支付分享會的宣傳；時間由學校自己出。The grant may buy tools and services. It may not fund teacher courses, catering, or promoting a sharing session, and the time comes from the school.
五項承諾，五個數量Five commitments, five counts
通函第 5 段列五項承諾，每一項是一個數量：三個科目／課程範疇、每個範疇兩個級別、共六個教學例子或資源、三次公開課或示範課、三次經驗分享會、兩項學生活動[1]。Paragraph 5 of the circular lists five commitments, and each one is a count: at least three subjects or curriculum areas, at least two levels in each, at least six teaching examples or resources in total, at least three open or demonstration lessons, at least three experience-sharing sessions, and at least two student activities[1].
通函數的是次數；課時由學校自己定。中期報告的表格逐項填「已完成」或「籌備中」，總結報告填實際數字：多少個科目、多少個例子、多少場公開課、多少場分享會、多少項活動[1]。時間表要排的，是六個可以指出日期的事件、三場分享會與兩項活動。The circular counts sessions; the school decides the periods. The interim form marks each item as completed or in preparation, and the final form records the actual numbers: how many subjects, how many examples, how many open lessons, how many sharing sessions, how many activities[1]. What has to be scheduled is six events with a date, three sharing sessions and two activities.
兩個常見的填空會落空。六個例子放在同一科，科目數永遠是一；三個科目各做一個例子，每個科目只有一個級別，級別數永遠是一。兩個維度要同時成立：三個科目，每個科目兩個級別[1]。Two common ways of filling the form come up short. Put all six examples in one subject and the subject count stays at one. Give each of three subjects one example and every subject has a single level, so the level count stays at one. Both dimensions have to hold at once: three subjects, each with two levels[1].
| 承諾Commitment | 最低數量Minimum | 一項怎樣計What counts as one | 時間表單位Timetable unit | 報告表格的一行Line in the form |
|---|---|---|---|---|
| 納入學校發展計劃Into the school plan | 1 項One item | 計劃文件內的一頁A page inside the plan | 不佔課節No periods | 附件三、四第 1 行Row one of Annexes 3 and 4 |
| 三科兩級與教學例子Three subjects, two levels each | 3 科 × 2 級，共 6 個3 subjects × 2 levels, 6 in total | 一個科目在一個級別的一個例子One example in one subject at one level | 每例 2 節，共 12 節Two periods each, 12 in total | 已在 __ 科推行，共 __ 個例子__ subjects, __ examples |
| 公開課或示範課Open or demonstration lessons | 3 次Three | 一次有觀課者的課One lesson with observers | 3 節，可與例子共用Three periods, shareable with the examples | 已於 __ 科舉辦 __ 次__ sessions across __ subjects |
| 經驗分享會Sharing sessions | 3 次Three | 一次有聽眾的分享One session with an audience | 課堂以外Outside lessons | 已舉辦 __ 次__ sessions |
| 學生活動Student activities | 2 項Two | 一項以 AI 素養為重點的活動One activity focused on AI literacy | 課堂以外，半日Outside lessons, half a day | 已舉辦或安排 __ 項__ activities |
五列之中，第二、三列佔用課堂，第四列佔用教職員會議，第一列與第五列在課堂以外。教學例子按每例兩節計：一節引入與操作，一節應用與收集作品。學校可以按科目調整，三節或四節也可以，條件是六個例子都有上課日期。Of the five rows, the second and third use classroom periods, the fourth uses staff meeting time, and the first and fifth sit outside lessons. A teaching example is costed at two periods: one to introduce the tool and start the work, one to apply it and collect the output. A school can adjust that per subject, to three periods or four, as long as every example has a teaching date.
六個例子按每例兩節計，是十二節；三次公開課另加三節，合共十五節。公開課也可以借用六個例子中的三節，課堂節數就是十二節。以下按十五節計，因為觀課多數另開一節，讓同儕看到完整的設計。Six examples at two periods each come to twelve periods, and the three open lessons add three more, fifteen in total. The open lessons can also borrow three of the twelve, which brings the classroom count to twelve. Fifteen is used below, because an observed lesson is usually run as its own period so colleagues see the design whole.
承諾怎樣變成十五節課A timetable that reaches the periods
把十五節放進時間表，先選三個科目與兩個級別。以下是一間中學的排法，科目選科學、人文與視藝，級別由中一到中三；班別與教師是示範，換上學校自己的名字，結構不變。To place fifteen periods on a timetable, start with three subjects and two levels. The arrangement below is one secondary school's: science, humanities and visual arts, across S.1 to S.3. The class names and teachers are illustrative; a school substitutes its own and the structure holds.
| 科目Subject | 級別Level | 班別Class | 教學例子Teaching example | 課節Periods | 教師Teacher | 留下的證據Evidence left |
|---|---|---|---|---|---|---|
| 科學Science | 中二S.2 | 2A2A | 用 AI 生成實驗假設與變項Using AI to draft hypotheses and variables | 22 | 科學科主任Science panel head | 教案、實驗紀錄Lesson plan, experiment records |
| 科學Science | 中三S.3 | 3B3B | 用 AI 分析實驗數據Using AI to analyse experiment data | 22 | 科學科主任Science panel head | 圖表與結論Charts and conclusions |
| 人文Humanities | 中一S.1 | 1A1A | 用 AI 整理政策的正反論點Using AI to map both sides of a policy | 22 | 人文科老師Humanities teacher | 辯論稿Debate notes |
| 人文Humanities | 中二S.2 | 2B2B | 用 AI 對照兩個歷史敘述Using AI to compare two historical accounts | 22 | 人文科老師Humanities teacher | 對照表Comparison table |
| 視藝Visual arts | 中一S.1 | 1C1C | 用 AI 生成草圖再人工修改Using AI for a first sketch, then revising it by hand | 22 | 視藝科老師Visual arts teacher | 作品前後對照The work before and after |
| 視藝Visual arts | 中二S.2 | 2C2C | 用 AI 整理展覽說明Using AI to draft exhibition labels | 22 | 視藝科老師Visual arts teacher | 展覽說明Exhibition labels |
三個科目要符合三個條件。第一，科目本身在時間表有固定節數，否則是借課，六個例子會擠在考試前。第二，兩個級別要由同一批老師能教，否則六個例子落在同一位老師身上，其他科看不到。第三，兩個級別最好相差一級，教材可以共用，備課量減半。科目內容本身怎樣分階段，學校的 AI 課程路線圖由小一到中六列過；這一篇只處理時間。The three subjects have to meet three conditions. First, each subject already holds fixed periods in the timetable; otherwise the examples borrow time and end up squeezed before an examination. Second, the same group of teachers must be able to teach both levels, or all six examples land on one person and the other panels never see them. Third, the two levels are best one year apart, so the materials can be shared and the preparation halves. Which content belongs at which stage is set out in the school AI curriculum roadmap, from P.1 to S.6; this article deals with time only.
以這個排法，三位老師各四節，合共十二節；三次公開課另加三節，由三位老師各上一節。統籌的工作在課節以外：收證據、對報告表格、與科主任排下一段。In this arrangement each of the three teachers takes four periods, twelve in all, and the three open lessons add three more, one per teacher. The coordinator's work sits outside the periods: collecting the evidence, matching it to the report form, and planning the next block with the panel heads.
裝置與場地也要當資源排。一批平板在同一個時段只服務一班；六個例子如果集中在同一週，第二班就沒有裝置。把裝置車當作課室預約，排在時間表上，衝突會提早出現。Devices and rooms are scheduled resources too. One cart of tablets serves one class in a given period; if all six examples fall in the same week, the second class has nothing to use. Book the cart like a room, on the timetable, and the conflict surfaces early.
五個教學段，107 個上學日Five blocks, 108 school days
2026/27 校曆例子把學年切在幾個固定位置：聖誕及新年假期 12 月 24 日至 1 月 2 日、上學期考試 1 月 21 至 26 日、農曆新年假期 2 月 4 至 13 日、復活節假期 3 月 24 至 31 日、下學期考試 6 月 10 至 15 日、結業禮 7 月 8 日、暑假 7 月 9 日至 8 月 31 日[2]。全年上學日 191 日，學校假期 90 日。The 2026/27 example calendar cuts the year at fixed points: the Christmas and New Year holiday from 24 December to 2 January, first-term examinations from 21 to 26 January, the Lunar New Year holiday from 4 to 13 February, the Easter holiday from 24 to 31 March, second-term examinations from 10 to 15 June, the closing ceremony on 8 July, and the summer holiday from 9 July to 31 August[2]. The year holds 191 school days and 90 school holidays.
由一月到七月，扣掉假期與考試，剩下五個教學段，共 107 個上學日。五段長短相差很遠，最長的第四段有 46 日，最短的第二段只有 6 日；期間的清明節、勞動節與佛誕已從上學日中扣掉[3]。From January to July, with holidays and examinations removed, five teaching blocks remain, holding 107 school days. Their lengths differ sharply: the fourth block is the longest at 46 days, the second the shortest at six; the Ching Ming, Labour Day and Buddha Birthday holidays are already excluded from those days[3].
| 教學段Block | 日期Dates | 上學日School days | 放進去的承諾What goes in |
|---|---|---|---|
| 第一段Block one | 1 月 4 日至 20 日4 to 20 January | 1313 | 教學例子 1 至 2（科學）Examples 1 and 2, science |
| 第二段Block two | 1 月 27 日至 2 月 3 日27 January to 3 February | 66 | 教學例子 3（科學）Example 3, science |
| 第三段Block three | 2 月 15 日至 3 月 23 日15 February to 23 March | 2626 | 教學例子 4 至 6；第一次公開課、第一次分享會Examples 4 to 6; first open lesson and first sharing session |
| 第四段Block four | 4 月 1 日至 6 月 8 日1 April to 8 June | 4646 | 第二、三次公開課；第一項學生活動；第二次分享會Second and third open lessons; first student activity; second sharing session |
| 第五段Block five | 6 月 16 日至 7 月 8 日16 June to 8 July | 1616 | 第二項學生活動；第三次分享會；證據索引Second student activity; third sharing session; evidence index |
| 暑假Summer | 7 月 9 日至 8 月 31 日9 July to 31 August | 00 | 活動可排在暑期；中期報告 9 月 30 日或以前交An activity can sit in the summer; the interim report is due by 30 September |
公開課與分享會放在第三、四、五段，因為第一、二段太短。第一段有 13 日，夠放兩個例子與一次補課；第二段只有 6 日，一個例子加一次補課就用完。把公開課放在短段，一次停課就沒有位置補。The open lessons and sharing sessions sit in blocks three, four and five because the first two are too short. Block one has 13 days, enough for two examples and one catch-up lesson; block two has six, which one example plus a catch-up lesson exhausts. An open lesson placed in a short block has nowhere to move when a day is lost.
表上的上學日已扣除校曆例子中的教師發展日、補假與公眾假期；學校換上自己的校曆，數字會變，方法不變。這張表用的是校曆例子，學校的真實校曆會移動。校曆例子本身是示例，學校按校情調整；考試週與教師發展日各校不同，前後可以相差幾週[2]。排法不變：先把固定的考試與假期畫在紙上，再填例子與活動。校曆例子也提醒，學校應盡量避免在長假期後立即安排測考[2]，公開課因此不要放在假期後第一週。The school days in the table already remove the example calendar teacher development days, compensatory holidays and public holidays; a school that substitutes its own calendar gets different numbers by the same method. The table uses the example calendar, and a school's own calendar moves. The calendar is an example that schools adapt; examination weeks and staff development days differ, by a few weeks either way[2]. The method does not change: draw the fixed examinations and holidays first, then fill in the examples and activities. The example calendar also advises against tests immediately after a long holiday[2], so an open lesson does not belong in the first week back.
如果九月已經開始，減去已用的段，剩下的就是餘下的位置。如果由 2027/28 學年才開始，換上該年的校曆例子，把同一張表重排一次；承諾的數量不變，排法一樣。A school that started in September subtracts the blocks already used, and what remains is the space left. A school starting in 2027/28 substitutes that year's example calendar and rebuilds the same table; the counts do not change, and neither does the method.
證據紀錄：一行服務三處The evidence log: one line, three uses
報告表格要數字，學校報告要交代。通函第 11 段寫明，中期與總結報告要載於學校報告，連同撥款資助項目或活動詳情、相關開支及評估結果；兩份報告分別在 2027 年 9 月 30 日及 2028 年 9 月 30 日或以前交回教育局，學校報告與周年計劃要上載校網[1]。讀者包括家長，評估結果要寫得一個沒有參與計劃的人看得懂。The report forms want numbers; the school report wants an account. Paragraph 11 says the interim and final reports go into the school report, together with the details of the funded items or activities, the related expenditure and the assessment results; the two are due on or before 30 September 2027 and 30 September 2028, and the school report and the annual plan are uploaded to the school website[1]. The readers include parents, so the assessment has to be legible to someone who took no part in the programme.
一行紀錄可以同時服務三處：報告表格的數字、學校報告的交代、下一年重排的依據。欄目是日期、科目與級別、班別、教師、例子編號、課節、證據存放位置與學生人數。這一行的格式由統籌定，教師每次課後填一次，五分鐘內完成。One line serves three places at once: the count in the report form, the account in the school report, and the basis for re-planning next year. The fields are the date, the subject and level, the class, the teacher, the example number, the periods, where the evidence is kept, and the number of students. The coordinator fixes the format; a teacher fills one line after each lesson, in under five minutes.
通函沒有規定用哪一種評估方法，只要求在學校報告交代評估結果。證據可以分三層。第一層是次數：六個例子、三次公開課、三次分享會、兩項活動，由上面的紀錄直接數出來。第二層是學生的轉變：同一份任務在例子前後各做一次，兩份作品都留下，比自評分數可靠。第三層是教師的做法：公開課的教案與觀課紀錄，加上分享會的簡報與簽到。The circular prescribes no assessment method; it asks the school report to state the results. The evidence can be built in three layers. The first is the counts: six examples, three open lessons, three sharing sessions, two activities, read straight off the record above. The second is the change in students: the same task before and after an example, both pieces of work kept, which is more reliable than a self-rated score. The third is the teacher's practice: the lesson plan and observation notes from the open lesson, plus the slides and sign-in sheet from the sharing session.
只有一份自評問卷，寫不出這一層。自評分數量的是感覺；工作的改變要看流程與產出。企業培訓的量度遇到同一道難題，四個可用指標與三個不該用的指標把這件事拆開講。A self-rated questionnaire on its own cannot carry this layer. A self-rated score measures how people feel; a change in the work shows up in the process and the output. Corporate training measurement runs into the same problem, and four indicators that work and three that do not sets it out.
學校報告上載校網之後，家長會看到數字與作品。寫法要經得起一個問題：這個例子在哪一級、哪一科、哪一週發生，學生做了甚麼。答得出，六個例子就不只是六行表格。Once the school report is on the school website, parents see the numbers and the work. The account has to survive one question: at which level, in which subject, in which week did this example happen, and what did the students make. If the answer is there, six examples are more than six rows in a form.
我們的位置，與這個排法排不到的地方Our position, and where this arrangement does not fit
以下兩個模式來自我們的到校交付記錄，沒有學校名稱，也沒有可以辨認的細節。第一種是九月買齊裝置，一月才想起排課，六個例子擠在三月。第二種是排好了課，但沒有人收證據，五月打開報告表格，數字要從教師的記憶重組。兩種的缺口都在課時以外。The two patterns below come from our on-campus delivery records, with no school named and no detail that could identify one. In the first, devices are bought in September, scheduling starts in January, and six examples pile into March. In the second, the lessons are scheduled but nobody collects the evidence; in May the report form is opened and the numbers have to be rebuilt from teachers' memory. In both, the gap sits outside classroom time.
我們可以帶走的部分有三項：教學例子與教案、公開課的示範與觀課安排、兩項學生活動的設計與帶隊。這三項可以由學校自己完成，也可以由外間機構交付；我們的到校 AI 課程就是按這張表交付，逐項對應寫在方案頁。分別只在時間，不在結構。The part we can carry is three pieces: the teaching examples and their lesson plans, the demonstration and observation arrangement for the open lessons, and the design and running of the two student activities. A school can do all three itself or buy them in; our on-campus AI course is delivered against this table, with the mapping set out on the programme page. The difference is time, not structure.
我們做不到的部分同樣清楚：我們不能替學校開課節、不能替學校釋放教師、也不能替學校簽報告。如果學校給不出三位老師各兩節，這張時間表排不出來，教案再好也一樣。What we cannot do is equally clear: we cannot create periods in a school's timetable, release its teachers, or sign its report. If a school cannot give three teachers two periods each, this timetable cannot be built, and the best lesson plans change nothing.
這個排法也有排不到的情況。每級只有一班的中學，三個科目各兩個級別仍然成立，但同一班會在同一科目出現兩次，教材要分開；行六天循環週或以半日制上課的學校，考試週前後只剩少量課節，公開課要集中在第三段；有兩個校舍的學校，裝置車要每邊一部，否則例子會卡在交通上。There are schools this arrangement does not fit. A secondary school with one class per level can still field three subjects at two levels, but the same class appears twice in one subject and the materials have to differ. A school on a six-day cycle or a half-day timetable has few periods around examinations, and the open lessons have to concentrate in block three. A school with two campuses needs a device cart on each side, or the examples stall in transit.
最後一個位置是我們自己：我們寫這張表，因為在交付裡見過它的失敗；我們沒有權利要求任何一間學校照抄。校曆、教師編排與家長期望各校不同，表上的日期只是示範，方法可以搬。The last position is our own: this table is written because we have seen it fail in delivery, and we have no right to ask any school to copy it. Calendars, staffing and parents' expectations differ, and the dates above are a worked example; the method is what travels.
