| Language Policy |
Focusing on the development of biliteracy and trilingualism, students are grouped with reference to their language ability for studying Mathematics, Integrated Science, Computer Literacy, Social Science (Geography and Citizenship, Economics and Society) by using English as the medium of instruction or with extended learning activities in English in junior secondary so that they can prepare for the corresponding subjects in senior secondary. Using Putonghua to teach Chinese Language to extend students' language potentials. School has also put effort in creating a language-rich environment of Putonghua and English such as announcements only in English and Putonghua, various elite and consolidation classes and benchmark test arrangement. |
| Learning and Teaching Strategies |
With the development of iClass (interactive whiteboard and interactive platform), the interaction between teachers and students both within classroom and outside classroom has been promoted. The Chief Executive's Award for Teaching Excellence in 2007 and the International Outstanding e-Learning Awards (STEM) (Golden Award) presented by HKU in 2017 reflects teachers' professionalism and excellent abilities. Also, being invited by the Education Bureau for Various school-based curriculum and Seed Project, this means our school is capable of coordinating different learning experiences for the development of generic skills, attitudes and appropriate values.<br>Through life-wide reading award scheme, competitions, book exhibitions, authors' talk and book displays, students' interest in reading has been cultivated. Various programmes such as Library Ambassadors, Reading Billboard and Library Master also allow students to experience the joy of reading. |
| School-based curriculum |
1. Electives: 3X. Electives include: Physics, Chemistry, Biology, ICT, Mathematics (Module 1 & Module 2), History, Chinese History, Geography, Economics, VA and Tourism. Some of them are taught in English.<br> 2. Curriculum highlights: Addressing the issue of learning diversity, our school develops various school-based curriculum in different Key Learning Areas, making use of information technology products and design graded worksheets, in order to provide quality education. Besides, our school provides social services and career related programs to enrich the students' other learning experiences. |
| Approach to Catering for Learner Diversity |
Having different school-based curriculum and learning experiences to help students build up knowledge, attitudes and skills.<br>Having both after-school elite and consolidation classes in Chinese Language, English Language and Mathematics in Junior Secondary to help with the needs of different students.<br>With multiple learning activities and platforms, students can have ample opportunities and various modes for their individual needs of learning. |
| Approach to Integrated Education |
Our school adopts a whole-school approach to integrated education. A student support team is set up to support students with special educational needs. The school regularly distributes information on integrated education to our teachers to share relevant concepts and teaching suggestions. At the same time, special lectures are held as needed to enrich teachers' understanding of integrated education, and teachers are enrolled in integrated education-related courses to enhance their professional abilities. Our school provides a wide range of support for students with special educational needs, including the provision of integrated education counselor to offer appropriate support to students. The school also provides training for students in need through EDB, NGOs and outsourced speech therapy services. We also cater for student diversity through curriculum design, diversified teaching strategies, tiered assignments, homework and assessment modification, and regular meetings with counselling teacher to enhance the learning outcomes and personal growth of students with special educational needs. In order to identify the special educational needs of students early and provide timely support, our work starts on the registration day of Secondary One students through school notices, teacher observations and communication with parents. The school also works closely with EDB and other professionals such as school-based educational psychologists and speech therapists to conduct individual meetings and student assessments on a regular basis. The support team has a constant communication mechanism, a school-based support report and liaises with parents as needed to let parents understand the situations of their children and support their learning and growth together. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
1. Regular education seminars and parent-child workshops are held for parents to enhance their parenting skills. <br>2. Bonding recreational activities such as picnics are organized for teachers, parents and students to promote home-school communication and develop harmonious parent-child relationships.<br>3. Parents are welcome to discuss and make decisions on affairs regarding student welfare together with the school. |
| School Ethos |
Emphasis is placed on both academic performance and conduct. Students observe school rules tightly and are modest. The Discipline Committee and the Counseling Committee work together to nurture students' inner growth and personal growth. The Learning Action Group in each form coordinates the work of class teachers and teachers of the Discipline Committee and the Counseling Committee to provide strong support for students. Peer counseling is developed. Student leaders are trained. School-home cooperation is valued. Our school has been named the Outstanding Caring School in the Caring School Award Scheme for years. |
| School Development Plan |
Three areas of concern are:<br>1. Develop potential through self-directed learning; Broaden exposure for knowledge exploration;<br>2. Inherit the innovative spirit of our predecessors; Enhance learning and teaching through professional sharing;<br>3. Cultivate ten virtues of St. Francis of Assisi; Nurture traits of St. Josephians. |
| Teacher Professional Training and Development |
Measures like staff development days/periods, common lesson preparation periods, peer lesson observation, collaborative teaching and so on are adopted to promote professional sharing among teachers. Our school also works closely with tertiary institutions and education groups so that we can always bring in new ideas about education and broaden the horizons our teachers. |
| Life-wide Learning |
Embracing our philosophy of 'holistic education', our school provides extra-curricular activities of various types such as Catholic Society, uniform groups, volunteer teams, etc. In terms of leadership training, our school is keen on exploring students' potential and giving them opportunities to shine in posts like Student Union committee members and school prefects. For physical and artistic development, there are different clubs, uniform groups, sports teams and school choir. In addition, academic activities are regularly organised, for example, seminars, book fairs, English drama, etc. Each KLA has its own Study Block in which students learn with a lot of fun through project learning and enquiry learning of an interactive approach,. Students have abundant opportunities to participate in competitions outside the school and exchange programmes outside Hong Kong to enrich their life and broaden the horizons. |
