把數字教育寫進學校發展計劃，做法是把它放進範本已有的欄目：學校表現的整體檢視、關注事項、三年目標與時間表、策略大綱、周年計劃的推行細則，以及學校報告。教育局的範本沒有一欄叫「人工智能」，所以決定要落在這六個位置，不必新開一節。Bringing digital education into a school development plan means using the fields the template already has: the overall review of school performance, the major concerns, the three-year objectives and timetable, the strategy outline, the annual plan's implementation details, and the school report. The Education Bureau's template has no field called artificial intelligence, so the decision falls into these six places.
一間中學的 2024/25 至 2026/27 學校發展計劃在 2024 年寫好，三個關注事項是自主學習、價值觀教育與 STEAM。2026 年 6 月 17 日，《中小學數字教育發展藍圖》公布；2026/27 學年起，所有公帑資助學校要把數字教育納入學校發展計劃及／或學校周年計劃[1]。計劃文件早已存在，條件卻變了：同一份計劃，現在要說得出數碼教育做到哪裏。A secondary school's development plan for 2024/25 to 2026/27 was written in 2024, with three major concerns: self-directed learning, values education and STEAM. On 17 June 2026 the Digital Education Blueprint for Primary and Secondary Schools was published, and from the 2026/27 school year every publicly funded school must bring digital education into its development plan and/or its annual plan[1]. The document already exists; the conditions have changed. The same plan now has to say where digital education has got to.
時間表不寬鬆。2026/27 學年，教育局會就到校推行數字教育的情況探訪學校；2027/28 學年進行數字教育的視學[1]。計劃裏寫下的每一句，到時都要有一份證據對得上。留給學校的準備時間，是這一學年加下一個學年。The timetable is not generous. In the 2026/27 school year the Bureau will visit schools to see how digital education is being implemented, and in 2027/28 it will conduct school inspections on digital education[1]. By then, every sentence written in the plan has to match a record. The preparation window is this school year and the next.
摘要Summary
- 《中小學數字教育發展藍圖》於 2026 年 6 月 17 日公布；2026/27 學年起，所有公帑資助學校要把數字教育納入學校發展計劃及／或學校周年計劃，用「策劃、推行、評估」自評循環推行[1]。The Digital Education Blueprint for Primary and Secondary Schools was published on 17 June 2026. From the 2026/27 school year, every publicly funded school must bring digital education into its school development plan and/or its annual school plan, and run it through the planning, implementation and evaluation self-evaluation cycle[1].
- 2026/27 學年有到校探訪，2027/28 學年有數字教育視學；兩項安排只寫在《藍圖》，2026 年的兩份通函都沒有提[1]。School visits fall in the 2026/27 school year and the digital-education inspection in 2027/28. Both appear only in the Blueprint; neither 2026 circular mentions them[1].
- 學校發展計劃一般以三年為周期，關注事項一般不多於三個；教育局的範本沒有「數字教育」一欄，數碼教育只能寫進六個既有位置[5][6]。A school development plan usually runs for three years and carries no more than three major concerns in general. The Education Bureau's template has no digital-education field, so digital education can only go into six places that already exist[5][6].
- 教師要在每三年 150 小時的持續專業發展周期內完成不少於 30 小時數字教育培訓，2026/27 學年起計算；若 2026/27 學年並非周期的第一年，該學年安排不少於 10 小時[3][4]。Teachers must complete at least 30 hours of digital-education training within each three-year, 150-hour continuing professional development cycle, counted from the 2026/27 school year. Where 2026/27 is not the first year of a teacher's cycle, the requirement for that year is at least 10 hours[3][4].
- 一份可被檢查的計劃，六個位置各配一類證據；沒有證據的承諾，在 2027/28 視學時只剩一句形容詞。A plan that can be checked pairs each of the six places with one kind of evidence. A commitment with no evidence is an adjective by the time of the 2027/28 inspection.
- 「智啟學教」的 50 萬元與五項承諾是三份文件以外的第四條線：推行計劃要載入學校周年計劃，中期與總結報告要載入學校報告，撥款在 2028 年 8 月 31 日前用完[7]。The HK$500,000 and five commitments of the AI for Empowering Learning and Teaching programme are a fourth track beside the three documents: the spending plan goes into the annual school plan, the interim and final reports go into the school report, and the money must be spent by 31 August 2028[7].
2026/27 學年要交的是哪一份文件Which document 2026/27 actually asks for
學校不用另交一份「AI 教育計劃」。《藍圖》策略 7(i) 的原文是這樣寫的：「於2026/27學年，所有公帑資助學校參照《藍圖》及課程文件，善用自評循環，將數字教育納入學校發展計劃及／或學校周年計劃，制定校本推行策略，並適時檢視工作成效，持續優化數字教育的落實。」[1]「及／或」是這句話的關鍵：學校可以寫進三年期的學校發展計劃，也可以寫進本學年的學校周年計劃。公布當日，教育局通告第 11/2026 號把一筆過 50 萬元發給所有公帑資助學校，同時寫明 2026/27 學年的納入要求[2]。A school does not submit a separate AI education plan. Strategy 7(i) of the Blueprint reads: in the 2026/27 school year, all publicly funded schools shall, with reference to the Blueprint and the curriculum documents, make good use of the self-evaluation cycle to incorporate digital education into their school development plans and/or annual school plans, formulate school-based implementation strategies, and review the work in time[1]. The "and/or" carries the weight: the content can go into the three-year development plan, or into this year's annual plan. On the day of publication, Education Bureau Notice No. 11/2026 paid the HK$500,000 one-off sum to every publicly funded school and set out the 2026/27 incorporation requirement[2].
2026 年 8 月 25 日的通函把同一件事寫成學校的責任，附件一「校長備忘」的用字更直接：「學校必須將數字教育（包括人工智能教育）納入學校發展計劃及／或學校周年計劃中。學校應參照《藍圖》及相關課程文件，確立清晰的校本推行時間表，並善用自評循環（PIE），持續優化數字教育的落實。」[4]時間表是這句話的重點：計劃要說得出哪一年做甚麼，不能只寫方向。The circular of 25 August 2026 turns the same point into a school duty, and Appendix 1, the principal's memo, is blunter: schools must incorporate digital education, including AI education, into their school development plans and/or annual school plans; they should refer to the Blueprint and the curriculum documents, set a clear school-based implementation timeline, and use the planning, implementation and evaluation cycle to keep improving delivery[4]. The timeline is the operative phrase: the plan has to say what happens in which year, not only which direction the school is facing.
這兩句要求落在四份文件上。學校發展計劃、學校周年計劃與學校報告是學校發展周期必須具備的工作文件，三份都要經校董會審批並上載學校網頁[5]；「智啟學教」的撥款計劃則是第四條線，它的推行計劃要載入學校周年計劃，兩份報告要載入學校報告[7]。四者的分工見表一。The requirement lands on four documents. The school development plan, the annual school plan and the school report are the working documents a school development cycle must have, all three approved by the school management committee and uploaded to the school website[5]. The AI for Empowering Learning and Teaching grant is the fourth track: its spending plan goes into the annual school plan and its two reports go into the school report[7]. Table 1 sets out the division of labour.
| 文件Document | 周期Cycle | 官方欄目Official fields | 數碼教育寫在哪裏Where digital education goes |
|---|---|---|---|
| 學校發展計劃School development plan | 一般三年Usually three years | 整體檢視、關注事項、目標、時間表、策略大綱、七個學習宗旨Overall review, major concerns, objectives, timetable, strategy outline, the seven learning goals | 六個位置的第一至第四個The first four of the six places |
| 學校周年計劃Annual school plan | 一年One year | 目標、推行策略、成功準則、評估方法、時間表、負責人、所需資源Objectives, implementation strategies, success criteria, evaluation methods, timetable, responsible staff, resources | 第五個位置；撥款的推行計劃也載入這裏The fifth place; the grant's spending plan goes here too |
| 學校報告School report | 一年One year | 關注事項的成就與反思、回饋與跟進、學生表現、財務報告Achievements and reflection on each concern, feedback and follow-up, student performance, financial report | 第六個位置；撥款的兩份報告也載入這裏The sixth place; the grant's two reports go here too |
| 「智啟學教」撥款計劃The AI grant programme | 2025/26 至 2027/28，2028 年 8 月 31 日或之前用完2025/26 to 2027/28, spent by 31 August 2028 | 五項承諾、獨立帳目、中期報告與總結報告Five commitments, a separate ledger, an interim report and a final report | 不另成一份文件：資源寫進周年計劃與報告Not a separate document: resources go into the annual plan and the report |
誰負責統籌，也在同一段政策裏。《藍圖》策略 6(iii) 要求學校領導層組織校本數字教育專責小組，擔當頂層領導和統籌職能[1]。小組的名字不重要，重要的是它決定兩件事：計劃由誰執筆，證據由誰收集。這兩個決定寫得出來，六個位置才有內容；寫不出來，計劃通常會變成一份活動清單。Who coordinates the work is in the same policy block. Strategy 6(iii) asks school leadership to form a school-based digital education task group with top-level leadership and coordination functions[1]. The group's name matters little; two of its decisions do: who writes the plan and who collects the evidence. Once those two are named, the six places can be filled. While they are unnamed, the plan tends to become a list of activities.
政策也留下了界線。教育局的範本明寫「供學校參考」，沒有規定學校必須採用某一格式[5]；《藍圖》是一份由課程發展議會編訂、教育局公布的政策文件，學校的責任由通函寫明，文章不用把它說成法例。到校探訪與視學的安排只寫到學年和年份，沒有公布日期、準則或負責隊伍[1]。一條一條讀清楚，比概括成一句「政府要求」有用。The policy also marks its limits. The Bureau's templates are explicitly for reference and do not require one fixed format[5]. The Blueprint is a policy document prepared by the Curriculum Development Council and published by the Bureau, while the school's duty is set out in a circular; the article does not need to treat it as legislation. The visit and inspection arrangements give a school year and a year, with no published dates, criteria or inspecting team[1]. Reading them clause by clause is more useful than reducing them to a demand from the government.
六個位置：每一欄要寫的內容與證據Six places: what goes in each field, and what proves it
學校發展計劃的範本有整體檢視、關注事項、目標、時間表與策略大綱；學校周年計劃的表格問目標、推行策略、成功準則、評估方法、時間表、負責人與所需資源；學校報告交代成就、反思與跟進[5][6]。範本裏沒有一欄叫「數字教育」，內容只能分到以下六個位置。表二逐個列出要寫的內容、可以用的證據與檢視時間。The development plan template holds an overall review, the major concerns, objectives, a timetable and a strategy outline. The annual plan's table asks for objectives, implementation strategies, success criteria, evaluation methods, a timetable, responsible staff and resources. The school report sets out achievements, reflection and follow-up[5][6]. No field in the template is called digital education, so the content has to be divided among six places. Table 2 lists what each one carries, the evidence it can use, and when it is reviewed.
| 位置Place | 要寫的內容What to write | 可以用的證據Evidence to use | 何時檢視When reviewed |
|---|---|---|---|
| 整體檢視Overall review | 上一個周期做過甚麼、學生表現怎樣、哪裏仍要加強What the last cycle did, how students performed, where it remains weak | 培訓紀錄、教學例子、學生作品、自評數據Training records, teaching examples, student work, self-evaluation data | 周期完結前Before the cycle ends |
| 關注事項Major concern | 把數字教育連到一個關注事項，寫明與七個學習宗旨的關係Tie digital education to one major concern, naming its link to the seven learning goals | 關注事項與學習宗旨的對應、起點數據The mapping to the learning goals, baseline data | 周期開始At the start of the cycle |
| 三年目標與時間表Three-year objectives and timetable | 每一年要達到甚麼，用勾選標明第一、二、三年What each year should reach, ticked against year one, two or three | 年度里程碑、每年檢視紀錄Yearly milestones, the record of each annual review | 每年Every year |
| 策略大綱Strategy outline | 課程、教師培訓、資源調配、家長溝通怎樣配合How curriculum, teacher training, resources and parent communication fit together | 培訓時數與名單、課節編排、資源清單Training hours and names, lesson arrangements, resource list | 每年Every year |
| 學校周年計劃Annual school plan | 目標、推行策略、成功準則、評估方法、時間表、負責人、所需資源Objectives, implementation strategies, success criteria, evaluation methods, timetable, responsible staff, resources | 成功準則的數字、評估工具、負責人與日期The number behind each success criterion, the evaluation tool, the owner and the date | 學年初與學年末Start and end of the year |
| 學校報告School report | 成就與反思、回饋與跟進Achievements and reflection, feedback and follow-up | 與周年計劃同一組數字、學生表現、財務The same numbers as the annual plan, student performance, finances | 學年完結End of the year |
最受限制的是關注事項。編寫說明寫明，關注事項一般不多於三個，目標要直接與學生學習相關，也要連繫七個學習宗旨[5]。學校於是有兩條路：把數字教育寫成一個獨立關注事項，或者把它收進現有的關注事項（例如自主學習）之內。兩條路都可行，第二條更常見，因為一個已經在跑的周期不會為一件事重寫。收進去的時候，文字仍要寫出「數字教育」或「人工智能」，否則一年之後沒有人認得哪一段在做這件事。撥款計劃的第一項承諾也要求學校把「發展人工智能賦能教育」項目納入學校發展計劃及／或周年計劃[7]，所以名稱寫得出來，是撥款與自評同時需要的。The tightest constraint is the major concern. The compilation guide says schools generally carry no more than three, that objectives must relate directly to student learning, and that each concern should connect to the seven learning goals[5]. That leaves two routes: make digital education a concern of its own, or fold it into an existing concern such as self-directed learning. Both work, and the second is more common, because a cycle already in motion does not rewrite itself for one new item. Wherever it is folded in, the wording still has to say digital education or artificial intelligence, or a year later nobody can tell which paragraph was doing the work. The first commitment of the grant has the same requirement, that the AI-empowered education project be incorporated into the development plan and/or the annual plan[7]. Naming it serves the self-evaluation and the grant at once.
三年目標最容易寫得太遠。把撥款的五項承諾當作第一年的內容，是一種寫法：三個科目、每個兩級、六個教學例子，年內完成；第二年加入評估，讓學生的作品有評分準則；第三年把做法交給科組，成為恆常工作[7]。每一年的目標都要有完成與未完成之分，時間表的三個方格才有意思。五項承諾怎樣排成課節，十五節課的時間表另有算法。The three-year objectives are the easiest place to write too far ahead. One way is to make the grant's five commitments the first year's content: three subjects, two levels each, six teaching examples, finished within the year. The second year adds assessment, so student work carries a rubric. The third year hands the practice to the subject panels as routine work[7]. Each year's objective needs a finished and an unfinished state; only then do the three boxes of the timetable mean anything. How the five commitments become periods is set out in the fifteen-period timetable.
策略大綱要寫的是四條線怎樣互相支撐：課程選哪幾科幾級，教師培訓怎樣達到 30 小時，資源怎樣用，家長怎樣知道學校在做甚麼。教師培訓與撥款是兩條獨立的線：撥款可以買工具、資源與學生活動，不可以資助教師或家長修讀人工智能課程[7]；30 小時的培訓由教師持續專業發展的周期承擔，學校可以安排校本或跨校培訓[1]。The strategy outline has to show four lines holding each other up: which subjects and levels the curriculum uses, how teacher training reaches 30 hours, how the resources are spent, and how parents learn what the school is doing. Teacher training and the grant are separate tracks. The grant may buy tools, resources and student activities, and may not fund teachers or parents attending AI courses[7]. The 30 hours belong to the continuing professional development cycle, and a school may arrange school-based or cross-school training[1].
周年計劃的七個欄目，是六個位置裏最容易被填得空泛的一份。目標與推行策略可以寫得漂亮，成功準則與評估方法卻藏不住：前者要求一個可比較的結果，後者要求說出用甚麼工具、由誰在何時收集。學校報告又把同一組數字拿出來，寫成成就與反思。三份文件在同一組數字上對得起來，計劃才算閉環。The seven columns of the annual plan are the easiest of the six places to fill with fine language. Objectives and strategies can sound convincing; success criteria and evaluation methods cannot hide. The first asks for a result that can be compared, the second for the tool, the person and the date that produce it. The school report then takes the same numbers and turns them into achievements and reflection. The plan closes its loop only when the three documents agree on one set of numbers.
自評循環留下甚麼，決定 2027/28 被問到甚麼What the self-evaluation cycle keeps decides what 2027/28 can ask
「策劃、推行、評估」並非新制度。教育局的說明是：策劃階段訂出一般為期三年的學校發展計劃，包括關注事項、目標、時間表和策略大綱；推行階段每學年按關注事項編寫學校周年計劃，擬定推行策略與成功準則，持續監察；評估階段在學年結束時評估表現與成效，擬備學校報告向持份者匯報[5]。數碼教育要做的，是走進這個已有的循環，不必在旁邊另開一個。Planning, implementation and evaluation is not a new system. The Bureau's own description runs: in planning, the school sets a development plan, usually for three years, with major concerns, objectives, a timetable and a strategy outline; in implementation, it writes an annual plan each year against those concerns, with implementation strategies and success criteria, and monitors progress; in evaluation, it assesses performance and effectiveness at the end of the year and prepares a school report for stakeholders[5]. Digital education has to enter that existing cycle, not open a second one beside it.
把一個成功準則寫到可被檢查，有四項缺一不可：數字、來源、日期、負責人。同一個目標，寫法是「提升學生的數字素養」，可檢查的寫法是「中二科學科兩個班在 2027 年 6 月前完成兩個教學例子，學生作品按四項準則評分，科主任在 6 月 15 日前收集」。第二句不一定更好聽，但它填得進周年計劃的兩個欄目：評估方法是作品評分，負責人是科主任，時間表是 6 月 15 日。第一句只能填進目標一欄，其餘兩欄會留空。Making a success criterion checkable takes four items: a number, a source, a date and a person. For the same objective, one wording is "improve students' digital literacy". A checkable wording is "two S.2 science classes complete two teaching examples before June 2027, student work is scored against four criteria, and the panel head collects it by 15 June". The second does not sound better, but it fills two columns of the annual plan: the evaluation method is the work itself, scored; the person is the panel head; the date is 15 June. The first wording fills the objective and leaves the other two blank.
教師培訓的證據是另一種。由 2026/27 學年起，教師要在每三年 150 小時的持續專業發展周期內完成不少於 30 小時數字教育培訓[4]；若 2026/27 學年並非周期的第一年，該學年可按不少於 10 小時安排[4]。這是下限，並非每年 30 小時。學校的責任寫得清楚：必須協助並確保所有教師達到要求[4]。培訓可以由教育局、師資培訓大學及其他專上院校、辦學團體、專業團體或學校自己提供[1]，教育局在 2026/27 至 2028/29 三個學年平均每年提供不少於五萬個名額[1]。每一次培訓留一行紀錄：日期、課程、時數、類型、證明。這一張表同時是周年計劃的推行證據與學校報告的成就證據。Teacher training produces a different kind of evidence. From the 2026/27 school year, teachers must complete at least 30 hours of digital-education training within each three-year, 150-hour continuing professional development cycle[4]. Where 2026/27 is not the first year of the cycle, the requirement for that year can be met with at least 10 hours[4]. That is a floor, not 30 hours every year. The school's duty is explicit: it must help and ensure that every teacher meets the requirement[4]. Training may be provided by the Bureau, teacher-training universities and other tertiary institutions, sponsoring bodies, professional bodies or the school itself[1], and the Bureau offers at least 50,000 places a year across 2026/27 to 2028/29[1]. One line per session records the evidence: date, course, hours, type, proof. That one table serves as implementation evidence for the annual plan and achievement evidence for the school report.
2026/27 學年的到校探訪，作用是蒐集良好示例[1]；2027/28 學年的視學，會以數字教育為焦點檢視學校的推行情況[1]。兩者都沒有公布準則、日期或隊伍[1]，所以準備的方向只有一個：計劃裏每一句可被檢查的話，都要能在學校自己的紀錄裏找到對應。三份文件本來就要上載學校網頁[5]，家長、校董與教育局看到的是同一份文字，證據經不起公開閱讀，計劃就寫得太滿。The 2026/27 school visits exist to collect good examples[1]. The 2027/28 inspection will look at how the school is implementing digital education[1]. Neither has published criteria, dates or a team[1], so there is one direction to prepare in: every checkable sentence in the plan has to match a record the school holds. The three documents already go on the school website[5], so parents, managers and the Bureau read the same words. A plan whose evidence cannot survive public reading has been written too full.
三種寫法，在視學時最容易被問倒Three ways of writing that fail first at inspection
三種寫法都通過了「有寫」這一關，失守的是「可檢查」那一關。它們各自留下一欄空白，而那一欄正是周年計劃與學校報告用來閉環的地方。表三把三種寫法與改法並列。All three ways of writing pass the test of having written a plan. What they fail is being checkable. Each leaves one column empty, and that column is where the annual plan and the school report close the loop. Table 3 sets the three beside their replacements.
| 寫法The writing | 視學時會發生甚麼What happens at inspection | 改成這樣Write it this way |
|---|---|---|
| 活動清單A list of activities | 說不出學生改變了甚麼，也對不上關注事項It cannot say what changed for students, or which concern it serves | 目標寫學生表現，活動寫進推行策略Put student performance in the objective and the activities in the implementation strategy |
| 政策語言Policy language | 沒有基線與數字，成功準則一欄無法填No baseline and no number, so the success criteria column stays empty | 寫明年份、科目、級別與可檢查的改變Name the year, subject, level and the change that can be checked |
| 時數沒有紀錄Hours with no record | 說不出何時、幾小時、哪一類培訓It cannot say when, how many hours, or which kind of training | 每次一行：日期、課程、時數、類型、證明One line per session: date, course, hours, type, proof |
活動清單的問題出在位置，不在活動本身。三場工作坊是三條推行策略，寫在推行策略一欄完全成立；寫成目標，就把手段當成了結果。編寫說明要求目標直接與學生學習相關[5]，所以目標那一欄要回答的是學生會做到甚麼，活動在下一欄支撐它。改法很簡單：把工作坊搬回推行策略，目標改寫成「中二科學科兩個班完成兩個教學例子，學生能以四項準則說明自己的取捨」。The activity list fails on placement, not on the activities. Three workshops are three implementation strategies, and they belong in that column. Written as objectives, they turn means into ends. The compilation guide asks objectives to relate directly to student learning[5], so the objective column has to answer what students will be able to do, and the next column carries the activities. The fix is small: move the workshops back into the strategies, and rewrite the objective as "two S.2 science classes complete two teaching examples, and students can explain their choices against four criteria".
政策語言的問題是沒有根。把「推動人工智能賦能學與教」抄進關注事項，字面上符合《藍圖》，卻沒有說出這間學校由哪裏開始、今年去到哪裏。編寫說明要求關注事項明確而聚焦[5]；一句任何學校都可以原封不動搬用的話，在視學時自然讀成一句任何學校都可以寫的話。改法是把《藍圖》的語言留在背景，把校情寫進前景：哪三科、哪兩級、哪一年、哪一件學生作品。Policy language has no root. Copying "promote AI-empowered learning and teaching" into a major concern satisfies the Blueprint on paper and says nothing about where this school starts or where it gets to this year. The compilation guide asks a major concern to be clear and focused[5]. A sentence any school could reuse unchanged will read at inspection as a sentence any school could have written. Keep the Blueprint's language in the background and put the school in the foreground: which three subjects, which two levels, which year, which piece of student work.
時數那一種最可惜，因為紀錄本身很便宜。通函寫明 2026/27 學年並非教師周期第一年時，該年可按不少於 10 小時安排[4]；這一條只有在逐位教師的紀錄上才用得上，一句「教師已完成培訓」無法說明誰完成了多少。學校報告要拿同一組數字交代成就，沒有逐次紀錄，報告只能寫形容詞。養成一張表，一年之後就有三年可用的證據。The third is the most wasteful, because the record itself is cheap. The circular says that where 2026/27 is not the first year of a teacher's cycle, that year can be met with at least 10 hours[4]. That rule only works on a per-teacher record; "teachers have completed the training" cannot say who completed how much. The school report has to use the same numbers to account for achievements, and without a session log it can only write adjectives. Build the table once and it carries three years of evidence.
三種寫法背後是同一個動作：為文件而寫。一個簡單的測試可以把它們分開：如果下星期一就要按這份計劃上第一節課，計劃裏有沒有一句話告訴教師在哪一級、哪一科、用哪兩節、留下哪一件作品。寫得出來，計劃就可以用來推行；寫不出來，它只可以用來存檔。The same move sits behind all three: writing for the file. One test separates them. If the first lesson had to run next Monday, does the plan contain a sentence that tells a teacher which level, which subject, which two periods and which piece of student work? If it does, the plan can run the year. If it does not, the plan can only be filed.
我們的位置：課程可以交出證據，計劃要由學校自己寫Our position: a programme can supply evidence, the plan has to be the school's own
Edcosys 提供到校 AI 課程與校本方案。交付時留下的是六個位置需要的證據：有日期的教學例子、有科目與級別的公開課、有對象的分享會、學生完成的作品。學校把這些紀錄放進策略大綱與學校報告，比放一張宣傳單張有用。課程怎樣把五項承諾排成課節，前文已經連到時間表；承諾與撥款條文的逐項對應，在撥款文章。Edcosys runs on-campus AI courses and school-based programmes. What the delivery leaves behind is the evidence the six places need: teaching examples with dates, open lessons with a subject and a level, sharing sessions with an audience, student work that was finished. A school that puts those records into its strategy outline and school report gets more out of them than out of a leaflet. How a programme turns the five commitments into periods is set out in the timetable, and the clause-by-clause mapping of the commitments and the grant is in the grant article.
計劃本身要由學校寫。它是學校向校董會、家長與教育局交代的文件，句子的主語是學校；由供應商代筆，第一個學年就會出現一份學校答不上問題的計劃。我們也不承諾視學結果，沒有人可以。能承諾的是紀錄的格式：每一次教學例子留一行，日期、科目、級別、班別、教師、作品，學校拿得住這一張表，周年計劃的推行策略欄與學校報告的成就欄就有材料。The plan itself has to be written by the school. It is the document through which the school answers to its managers, its parents and the Bureau, and the subject of its sentences is the school. A supplier writing it produces, in the first year, a plan the school cannot answer questions about. We do not promise inspection results either; nobody can. What can be promised is the shape of the record: one line per teaching example, with the date, subject, level, class, teacher and student work. A school that holds that table has material for the implementation column of the annual plan and the achievement column of the school report.
限制也要說清楚。一個課程可以為它交付過的部分提供證據，一份全校計劃要的是每一個科組的證據；我們的紀錄只覆蓋我們上過的課，其餘由學校自己補。教師 30 小時的培訓屬於持續專業發展的軌道，「智啟學教」的撥款條文把資助教師修讀人工智能課程列為不恰當運用[7]，所以我們不會把它包裝成撥款項目。把三條軌道分清楚，計劃才不會在帳目上出問題。The limits should be as clear. A programme can supply evidence for the part it delivered; a whole-school plan needs evidence from every panel, and our records cover only the lessons we taught, with the rest supplied by the school. The 30 hours of teacher training belong to the continuing professional development track. The grant's rules list funding teachers to take AI courses as an improper use[7], so we do not dress it up as a grant item. Keeping the three tracks apart is what stops the plan running into trouble in the accounts.
