| Language Policy |
The medium of instruction for all subjects is English, except for Chinese Language, Chinese History, Chinese Literature and Putonghua. The official languages to be used in formal school functions are English and Putonghua. All students are expected to become bi-literate and tri-lingual. |
| Learning and Teaching Strategies |
Our school promotes a holistic education which emphasises academic, moral and spiritual development. Learning and teaching strategies encourage students to develop generic skills, self-motivation, creativity and to strive for intellectual growth. Formation of the heart, cultivation of diverse interests and a balanced personal development are given equal emphasis as academic excellence. We offer different subject combinations and a range of extra-curricular activities such as overseas cultural study tours and service programmes to widen the exposure of students. E-learning elements have been included in the daily learning and assessment of students. We also empower our students to read beyond the classroom and enhance their language proficiency. |
| School-based curriculum |
1. Electives: 2X, 3X and 4X. 3X in S.4, S.5 and S.6<br> 2. Curriculum highlights: Our school integrated Drama Studies into our S.1-2 English Language curriculum. The current courses incorporate elements of performance, script writing, speech training, language arts, applied theatre, improvisation and theatre history. Students are encouraged to explore language in an interactive and relaxed fashion. Dance is introduced to S.1-2 students. Experiential learning and life-wide learning activities are organised. |
| Approach to Catering for Learner Diversity |
Differentiated instructions are implemented to cater for learner diversity. Special and individualised assistance are given to students with special financial, emotional and learning needs. Small class teaching for three core subjects in junior forms (Chinese Language, English Language and Mathematics) and tutorials groups are arranged to help individual students build a stronger foundation in academic area. Pull-out programmes are organised for students with talents in different areas. They are also encouraged to take part in different competitions to stretch their potential further. |
| Approach to Integrated Education |
We adopt the ‘Whole School Approach to Integrated Education’ for students with special educational needs (SEN) and provide specific measures for these students to enhance their learning and personal development. The Student Learning Support and SEN Coordinating Team is established with the SEN Coordinator and teacher members under the supervision of the Principal for formulating SEN policies and incorporating such policies into the School Development Plan. The team also collaborates with the Educational Psychologist, School-based Speech Therapist, Social Worker, Counselling Team, Discipline Team and Homeroom Teachers concerned to provide individualised support for students with SEN. An individual education plan (IEP) will be arranged if such a need arises. We encourage and give support to staff to participate in training courses organised by the Education Bureau and tertiary institutes to improve their professional knowledge in integrated education. Tutorials and training courses to strengthen interpersonal skills and mental health management are organised with the Learning Support Grant. Other programmes are organised for students to respect individual differences and promote a caring school ethos. The Chinese Department conducts early identification for S.1 students to identify any specific learning difficulties among these students and give prompt measures. The SEN Coordinating Team conducts evaluation meetings with parents to review the effectiveness of IEP and strengthen family-school cooperation to develop their talents and overcome any shortcomings. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
The school places a lot of importance on the collaboration and communication with students and parents so as to fully utilise school resources for students' balanced development in academic, social and cultural areas as well as to ensure that proper care has been given to their growth. The Parent Teacher Association (PTA) forms an integral part of this collaboration and provides a communication channel between the parents and the school. The PTA also plays an active role in monitoring the running of the tuck shop and the provision of school uniforms and school bus service. |
| School Ethos |
Students in SHCC enjoy an environment filled with love and trust. All members of the Sacred Heart family are encouraged to model on the love shown by Jesus on the cross. Attention to the needy, being respectful and responsible are stressed. Our school also encourages students to express their views through channels such as student forums. The School Development Advisory Committee ensures that opinions from different stakeholders are respected and taken into consideration at the school administration level. The school is supportive to students in the pursuit of excellence with local and international learning experiences and competitions. Students are empowered to be effective learners. |
| School Development Plan |
The 2021-2024 school development cycle centres on the theme ‘Learning with Commitment; Serving with Gratitude’. Built on our school mission, the School is committed to grooming students to become autonomous, self-directed learners through the promotion of deep learning and cross KLA/departmental/team collaboration. With an aim to build a school community with a positive energizing outlook, positive education remains an integral part of our values education. Effective learning and mental well-being of students continues to be the focuses of the school. |
| Teacher Professional Training and Development |
Staff development programmes are organised in relation to the school theme and the major concerns of the year. Workshops, seminars and intensive school-based courses, school visits, group sharing and peer lesson observations are conducted to enhance teachers' professionalism. Teachers are encouraged to employ effective teaching approaches to broaden students' international perspectives. Working groups are set up to explore new teaching strategies to enhance the effectiveness on student learning. |
| Life-wide Learning |
Students are offered a range of co-curricular activities to cater to their intellectual, interest, aesthetic and physical development, service and religious development as well as to develop their interests. Regular activities include: Annual Athletics Meet, Swimming Gala, Fun Fair & various inter-house competitions. Experiential learning & learning beyond the classroom are stressed. In particular, activities that allow students to develop positive attitudes and values will be organised. |
