| Language Policy |
EMI |
| Learning and Teaching Strategies |
1. Our curriculum organisation addresses the learning needs and interests of students. We provide a rich array of co-curricular and lifelong learning programmes to broaden students’ horizons and nurture their whole-person development;<br>2. Students in S.1-S.3 follow a balanced and rigorous curriculum which constantly engages students in more advanced learning. In the senior secondary curriculum, students take English Language, Chinese Language, Mathematics, Citizenship and Social Development and three electives leading to the qualification of the Hong Kong Diploma of Secondary Education (HKDSE). The College also requires all senior students to study a prescribed amount of physical education, music, visual arts and religious education;<br>3. Implementing Experimental Learning Week, all students from S.1-S.4 can step outside classrooms and participate in a variety of activities, from arts to culture, sports to green living, sciences to technology. This aims to provide students with greater opportunities for learning, according to their abilities and interests;<br>4. Overseas study tours of different subjects are organised to promote students’ global awareness and expand their world vision;<br>5. Our SPC Academy offers co-curricular programmes in foreign languages and STEM education to our students. |
| School-based curriculum |
1. Electives: 3X. Physics, Chemistry, Biology, Economics, Geography, Ethics and Religious Studies, History, Chinese History, Business, Accounting and Financial Studies, Information and Communication Technology, Chinese Literature, Music, Visual Arts.<br> 2. Curriculum highlights: A school-based curriculum implemented in S.1 to S.3 Integrated Humanities aims to inspire students' thinking. The Integrated Science curriculum is reformed to cultivate students' interest in science through interesting experimental experiences. The BYOD program is launched in S.1 to S.3 to promote interactive learning between teachers and students, stimulating students' motivation and interest in learning. Offer HKDSE and IAL curriculum for Senior Form students. School-based Coommon Core-Extended Study (S.4-S.5) to apply students' knowledge and skills in an interdisciplinary approach. |
| Approach to Catering for Learner Diversity |
At SPC, we nurture the physical, emotional, and intellectual well-being of our young gentlemen. Our Pastoral Team caters for the emotional needs of our students. Life Education (LE) programmes are in place for our junior form students (S.1-S.3) to introduce psycho-social health skills and interpersonal relationship strategies to our boys. Our resident Educational Psychologists regularly give talks on various topics to help our students cope with different life challenges. For senior boys (S.4-S.6), specific programmes related to their HKDSE/IAL preparations are organised for S.5-S.6 students. Special attention is given to students in need near the release date of the HKDSE/IAL results. |
| Approach to Integrated Education |
The Special Educational Needs (SEN) Coordinator, through collaborating with the educational psychologists, social workers, student counsellor and members of the SEN Team, provides one-to-one help for students with special educational needs based on a 3-tier support model, which includes providing assessments and counselling, making special examination arrangements, and fostering an inclusive culture. The College treasures home-school cooperation by establishing regular communication channels to facilitate parents' participation in the formulation of support strategies for students with SEN. For many years, the College has welcomed and assisted visually-impaired students. A number of these students have gone on to higher education and have become leaders in the community. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
At SPC, we value the contribution parents make to the education of each boy, so we work closely with parents for the benefit of all of our students. The St. Paul’s College Parent Teacher Association regularly organises joint school-parent workshops and seminars. Our hope is that parents can be a vibrant and valued part of the learning community who share in, and benefit from, all the SPCPTA activities. By being actively involved, parents can find suggestions and information about how to forge stronger bonds with their boys. We encourage all parents to take an active part in SPCPTA events, not only to enhance their boys’ educational experiences but to personally benefit from the activities, and to build relationships with our teachers and other parents. SPCPTA publishes regular newsletters featuring current news of the College and PTA, and in which parents are invited to share their parenting experiences with other members of SPCPTA. |
| School Ethos |
1. Students in St. Paul’s College are committed to the school’s ethos of dignity and integrity. Students also learn the importance of self-discipline and mutual respect; <br>2. Students have excellent academic performance and participate enthusiastically in a wide range of co-curricular and extracurricular activities and competitions with pleasing results, please access our Facebook https://www.facebook.com/spceduhk/ for detail; <br>3. Justice, honour, truth and virtue are the four core values we want to foster in our students; <br>4. Fostering a spirit of brotherhood: “Brothers here we stand together, all for each and each for all”, students and alumni have a strong sense of belonging to the school and are always proud of this St. Paul’s spirit that binds them together. |
| School Development Plan |
1. Nurture students' hands to turn wisdom into action: Develop self-management skills; foster a culture of collaboration; develop cross-cultural communication competence;<br>2. Nurture students' minds to turn information into knowledge: Nurture a creative and inquisitive mind; nurture a discerning and problem-solving mind; nurture cross-cultural understanding and citizenship; nurture a growth mindset to cope with changes and challenges;<br>3. Nurture students' hearts to turn knowledge into wisdom: Foster a caring culture of respect and empathy; promote a healthy lifestyle;<br>4. Teachers are encouraged to continue professional development activities, not just in pedagogy and subject knowledge, but also in other areas such as administration and student counseling;<br>5. Promote healthy living; develop empathy and compassion in school. |
| Teacher Professional Training and Development |
1. Teachers are encouraged to continue professional development activities, not just in pedagogy and subject knowledge, but also in other areas such as administration and student counseling;<br>2. A number of staff development activities are organised every year to develop pedagogical competence and promote professional exchange among staff members;<br>3. To provide more opportunities to our teachers to exchange ideas and knowledge, as well as to learn about educational practices from different countries, our teachers participated in several exchange programmes in different countries, including the MIT J-WEL Week in Boston, the 16th Annual Hawker Brownlow Thinking & Learning Conference in Melbourne, the MIT J-WEL Exchange in Boston, the Reading Literacy workshop in Taiwan etc.; <br>4. In line with the school’s Annual Plan, a Professional Learning Community (PLC) of teachers and management has been established. Lunch meetings are held where teachers come together to share their best practices to engage students in their learning. |
| Life-wide Learning |
1. There are about 50 activity clubs in our School and they are divided into four categories: academic, sport, music and service. There are also several uniform groups;<br>2. To foster autonomy and facilitate more student interaction, the OLE Student Executive Committee (SEC) was formed to coordinate most OLE programmes and run the four student-led projects. Through the self-directed learning approach, our students are their own learning experience designers and activity organisers for their schoolmates. These projects included: the Joint School Community Service Project (Flare - Enlighten the Community), M+ Volunteer Tutoring Project, Paul’s Challenge and Paul’s Organic Farm Project;<br>3. The overseas service projects offer students chances to serve, experience other cultures, develop compassion for others, and broaden their horizons. They included Paul’s Action and Community Awareness Project;<br>4. To provide students with a broad, balanced and experiential learning journey, the College organised an Activity Week. An array of educational programmes is held inside and outside the school campus for Form One to Four students. They can leave the confines of their classrooms and experience various activities, including Community Experiences, Arts, Sports and STEAM programmes. Nearly a hundred students also participated in overseas programmes to experience life and broaden their horizons. |
