P1-S6 School planning: AI planning continuity pack (seven documents, three handover steps, a one-page sign-off)

• StageP1-S6
• SubjectSchool planning
• Learning strandfundamental operating principles of AI / human-AI communication and collaboration / reflection on the application of AI
• Official documentsBlueprint for Digital Education Development in Primary and Secondary Schools · AI Literacy Learning Framework for Primary and Secondary Schools · Guide to Using AI in Teaching in Primary and Secondary Schools · EDB Circular No. 156/2026 · EDB Circular No. 107/2026
• Time neededAbout 2 hours for the outgoing colleague in week 1; about 2 hours for the incoming colleague in week 2; a 60-minute meeting in week 3

What a new coordinator actually needs on the day they take over: seven documents, three handover steps and a one-page sign-off, with how far each document must be written up, what each person does across three weeks, the three things transferred on the day, and a sign-off page you can photocopy on its own.

• AudienceTeachers
• ThemeSchool planning

• EquipmentEditable Word pack; projector or print; the storage location the seven documents themselves live in (a school-owned account); the sign-off page photocopies on its own
• Version1.0
• Last updated2026-10-30

The expensive lesson in any handover is rarely “the new person cannot do it”. It is that once the last person leaves, some things were only ever known to them.

What this solves

By the second or third year of school AI planning, the coordinator’s post usually changes hands: promotion, a move to another school, or the work going back to a panel. The school then hands over seven documents scattered in different places, a set of accounts and a batch of unfinished actions. Three things usually go wrong:

• The handover is spoken. Half an hour covers thirty things and the incoming colleague retains under half of them; six months later it turns out nobody was following up one of the reports.
• The documents exist, but nobody knows which is current. One strategy has three file names, the newest sits in a personal storage space, and that account is about to be closed.
• The handover turns into an appraisal. One meeting becomes a review of how the previous holder did, so the incoming colleague dares not ask, dares not change, and copies an arrangement that has already expired.

This page does one thing: it turns “someone will change post”, which is certain to happen, into a set of handover contents that can be checked item by item. It is not about personnel arrangements and it does not judge anyone’s past work.

The pack and the seven documents are a suggestion from this resource. The Education Bureau does not prescribe a handover format. Who takes over, who decides it and how long the handover runs are for the school to decide; this page sets only what is handed over, and says nothing about staffing.

Purpose

By the end of this pack a school will be able to:

1. See on one list the seven documents a new coordinator must have, and how far each one has to be written up.
2. Use three steps across three weeks so that marking up, checking and signing off are done separately, rather than all on one day.
3. Transfer the three things that must be transferred on the day: administrator rights, the storage location and edit rights, and written notice to suppliers and partners.
4. Keep a one-page record of which seven documents, which three steps, when they were completed and which post confirmed them.
5. Let a new coordinator find the current version in their first month instead of inventing a new one.

The pack is built on the values of nurture first, literacy first, application-oriented and AI for good, and on the three learning strands of AI literacy (the fundamental operating principles of AI, human-AI communication and collaboration, and reflection on the application of AI). A handover is a policy document rather than an administrative chore because what it protects is the continuity of learning and teaching: no pupil loses a term of the programme because the coordinator changed, and no teacher has to adapt to a different way of working. Critical discernment, timely and appropriate use, human-AI collaboration and technology for good look, in school planning, most concretely like this: a document written clearly and handed over complete.

How to use it

The file is a Word pack in four parts: the list of seven documents, the three handover steps, the three things transferred on the day, and the sign-off page. One colleague designated by the school should convene it; the outgoing and incoming colleagues each work to their own week.

Step 1: seven documents, and only seven

Seven is a list, not a catalogue. Each item holds one thing and has no sub-items; a school with other documents adds them after the seventh rather than splitting one of these into several.

Three points must be written into the document:

1. Item 2 contains no passwords. What the handover transfers is administrative rights to an account, not the password itself; passwords stay with the school’s account-management procedure and are never written into a handover document.
2. Item 5 records progress only and does not replace the school’s training arrangements. A new coordinator completing the AI leadership training is a requirement the EDB circular places on school leadership, including principals and coordinating teachers; this page writes that requirement into the pack’s training-progress item, and the school’s training arrangements continue under the circular and the school plan.
3. Item 6 does not create a second version. The pack cites the school’s own single risk register and records its version and last review date; a change of person does not open a new one.

Step 2: three handover steps, over three weeks by suggestion

Three steps, and only three. The three weeks are a suggestion: a school may shorten or lengthen them to fit its calendar and staffing. The order and the content of the three steps do not change.

Each step does a different job and they cannot be merged:

• Week 1 belongs to the outgoing colleague, because only they know which file is current and which is a draft.
• Week 2 belongs to the incoming colleague, and they must open the documents themselves. Listening to an explanation will not establish whether this is the latest version.
• Week 3 is 60 minutes face to face, spent on the three things written down in week 2; everything else is a quick confirmation. Three is a deliberate cap: write many more and the meeting becomes a read-through, write fewer and nothing has really been checked.

Handover can continue after the three weeks, but the three steps should finish inside them, or the items marked “needs updating” stay that way indefinitely.

Step 3: on the day, transfer three things

Handing over the documents is not a completed handover. Three things must be transferred that day, and none is optional:

1. Administrator rights - transferred to a school-owned account, never to a personal one. Once a personal account closes, the school loses control of the tools and the records.
2. Storage location and edit rights - the seven documents live where the school designates, held by a school account, with edit rights for the incoming colleague. A personal storage space is no longer the only copy.
3. Written notice to suppliers and partners - tell each counterpart in writing that the contact has changed and which post now carries it. The list and the contact details are kept by the school and do not appear on this page.

The third is the one most often missed, because unlike the first two there is no button to press. But when a relationship lapses, a school usually finds out at the next renewal or the next event.

Step 4: the sign-off page, one page

One page, photocopiable on its own, with fixed fields: the date of handover, the status of each of the seven documents (current / needs updating), the completion date of each of the three steps, the posts of the two colleagues and of the school’s confirmation, and notes.

The sign-off page prints posts and signature lines only - no names, and records no appraisal. What it records is the state the seven documents were handed over in, not how well anyone did.

Step 5: after the handover

Once the handover is complete, the new coordinator does three things at the first review: update the documents marked “needs updating”, complete item 7 (external relationships and the handling of pupil-work accounts) against how things actually stand, and write the new version and date back onto the list. Reviews after that follow the self-evaluation cycle of the School Development Plan and/or the annual school plan.

Where this pack stops and the other documents start (each does its own part, and none stands in for another):

• The AI working group’s terms of reference set its remit and its meeting cycle; this page changes neither the remit nor the number of meetings.
• The staff AI literacy baseline self-assessment supplies the baseline data; this page cites the result only.
• The budget and licensing worksheet works out three cost scenarios; this page records only the current position and the deadlines.
• The annual AI review pack is the yearly self-evaluation and evidence file; this page is the handover when a person changes, and neither replaces the other.
• The risk register is cited as the same single document; no second version is created.

Review checklist

After the handover, check each item:

• All seven documents are present, each holding one thing, with no sub-items.
• Week 1: all seven are marked current or needs updating, with their storage location written down.
• Week 2: the incoming colleague opened each one and wrote down three things they do not understand.
• Week 3: the 60-minute meeting took place and the sign-off page is signed item by item.
• There are three steps, not merged and not added to.
• The page states that the three weeks are a suggestion and that a school may adjust them.
• Administrator rights have been transferred to a school-owned account.
• The seven documents sit where a school account holds them, with edit rights for the incoming colleague.
• Suppliers and partners have been told in writing, and the contact has changed.
• The pack contains no password, no account name, no named commercial tool, no supplier name and no personal name.
• The 30-hour figure in item 5 matches the requirement to complete not fewer than 30 hours of digital education training within a 150-hour continuing professional development cycle every three years; the AI leadership training is recorded as a requirement on leadership and does not replace the school’s training arrangements.
• The page states that it is a suggestion, that the EDB prescribes no handover format, and that who takes over is for the school to decide.
• Nothing in the pack is written as a personnel arrangement or an appraisal, and the previous holder’s work is not reviewed.

Files

AI planning continuity pack (editable Word document)

Four parts: the seven-document list with a status and storage-location column for each; the three-step table across three weeks with who does what and what comes out of it; the checklist for the three things transferred on the day; and a one-page sign-off page that photocopies on its own and prints posts and signature lines only. The seven, the three steps and the three transfers are fixed inside the document; a school fills in the content and may adjust the number of weeks.

Official documents

Every resource in this library is written to the AI Literacy Learning Framework for Primary and Secondary Schools and falls within the policy scope of the Blueprint for Digital Education Development in Primary and Secondary Schools.

This resource maps to:

• Blueprint for Digital Education Development in Primary and Secondary Schools (three-fold leaflet, p.2): the school-level indicator is that all primary and secondary schools build their digital education and AI education development strategy into the School Development Plan and establish a clear school-based implementation timetable. Items 1 and 4 of this pack are how that strategy and timetable reach the next colleague.
• Supplement I: AI Literacy Learning Framework for Primary and Secondary Schools (p.1-4): sets out the three learning strands and progression across four stages; every document in the pack should be able to say which strand’s learning and teaching it supports.
• Supplement II: Guide to Using AI in Teaching in Primary and Secondary Schools (pp.2-2 to 2-5): sets requirements for a school’s use of AI tools, including starting from a teaching need, handling learning data and the teacher’s professional gatekeeping; items 2 and 7 are written against it.
• EDB Circular No. 156/2026 (Appendix 1, section 2): builds digital and AI education into the School Development Plan, establishes a school-based implementation timetable and uses the PIE self-evaluation cycle; the same section describes setting up a school digital education task group to provide top-level leadership and coordination - and it is that coordinating function’s documents this pack hands over. (Appendix 1, section 3) not fewer than 30 hours of digital education training within a 150-hour continuing professional development cycle every three years, and all school leadership, including principals and coordinating teachers, must attend the AI leadership and advanced training - item 5 records progress against it. (Appendix 3, advanced unit 8) planning, implementing and reviewing AI innovation in learning and teaching through reflection and an evidence-based approach.
• EDB Circular No. 107/2026 (paragraph 4): the self-evaluation cycle, and building digital education into the School Development Plan and/or the annual school plan; the first review after the handover joins that same cycle.

Learning strand: fundamental operating principles of AI / human-AI communication and collaboration / reflection on the application of AI

Official documents page: https://www.edb.gov.hk/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/debp.html

This page is an independent Beets teaching resource, not an official EDB document. The pack and the seven documents are a suggestion from this resource; the Education Bureau prescribes no handover format. Who takes over is for the school to decide; this page sets only what is handed over and says nothing about staffing. The three-week period is a suggestion and a school may adjust it.

Feedback

If you have any comments or questions about this resource, or an idea for the next one, tell us on the feedback page.