| Language Policy |
We nurture students to be biliteral and trilingual. All the time in campus, English and Putonghua teachers communicate with students in English and Putonghua respectively. We offer classes to all students with English as the medium of instruction for Science (S.1-S.3), Integrated Humanities (S.2-S.3) and Geography (S.1). A number of students are also learning Mathematics, History (S.1), Music and Computer Literacy in English. Bridging courses are tailor-made for F.4 students so that they can easily adapt to the English learning environment in senior forms. |
| Learning and Teaching Strategies |
We are devoted to developing students' independent thinking, e-learning skill, learning autonomy and multi-intelligence. Panel chairpersons design teaching strategies according to the curriculum reform. Peer class observation enables teachers to share expertise of teaching that leads to paradigm shift and maximizes students' talents. Students have extra oral practice with the native-speaking English teachers. They can borrow English books in the library and enjoy English films in the English Corner. We encourage students to set goals for their studies and form study groups. In recent years, all subjects endeavour to enhance senior formers' performance in public examinations by different enhancement and remedial programmes. The Early Warning System provides senior students record of their performance and help draw their attention to their strengths and weaknesses. For junior formers, small class policy and differentiated teaching strategies are adopted so as to help them strengthen their foundation in core subjects. |
| School-based curriculum |
1. Electives: 3X. Students may select any three elective subjects from the twelve subjects offered by the school. Students are encouraged to choose their elective subjects according to their interest, ability and career planning. In the second term, our Taster Programme gives an opportunity to Form three students to experience lessons of their favourite elective subjects. This enables them to understand the characteristics of different elective subjects, allowing them to choose the most suitable ones in the senior form.<br> 2. Curriculum highlights: In order to cope with educational development and curriculum reform, teachers of Humanities and Science subjects design and write their own school-based curriculum and teaching materials. Through project studies and independent enquiry studies (IES), students' critical thinking and problem-solving skills are sharpened. To provide all-rounded and balanced curriculum to our students, ECA lessons are added to our normal weekly timetable. A wide variety of choices are provided for our students to choose in their ECA lessons. The aim of such an arrangement is to widen our students’ horizons and enrich their experiences.<br>In recent years, our school endeavors to develop e-teaching and differentiated teaching strategies. School-based curriculum, teaching materials and graded tasks are designed to cater for students’ learning needs. Students are arranged to different classes according to their ability so as to ensure the efficiency of our enhancement and remedial teaching. |
| Approach to Catering for Learner Diversity |
The Gifted and Talented Students Support Committee was established to develop a systematic gifted education approach, coordinate, plan and implement school-based gifted education policy. The committee assists various subjects and groups in integrating gifted education elements into the curriculum to support students who demonstrate exceptional talents or potentials in specific areas. Our school cultivates students' high-level thinking skills, creativity, personal and social abilities, which are the three major elements of gifted education.<br>Student Support Committee is responsible for devising support plan to enhance student learning, such as curriculum adaptation and teaching aids to cater for students with diversified learning needs. Members of Student Support Committee also actively provide professional support for our students. |
| Approach to Integrated Education |
Through whole-school approach to Integrated Education, students with diversified learning needs can receive care and acceptance from teachers and classmates. They can have a better sense of belonging towards the school and learn more effectively.<br>Teachers identify students with diversified learning needs as early as possible, and design appropriate teaching methods according to their needs. Harmony Week offers chances for students to learn peer support. The school also organizes various kinds of activities to facilitate home-school cooperation. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
When first-term reports are to be distributed, class teachers invite parents for interviews to discuss the learning of individual students. For students having difficulties, class teachers closely liaise with parents to provide support.<br>St. Joseph's Anglo-Chinese School's Parent-Teacher Association is a joint association of the primary and secondary sections. It serves as a bridge between the school and parents. With the establishment of hotline for parents, feedback from parents can be heard and enquiries can be answered effectively. Parents Development Committee organizes seminars and publishes bulletins for parents. |
| School Ethos |
Our school is renowned for its admirable school ethos and discipline, as well as the harmonious teacher-student relationship. Moral Education Committee organizes speeches, seminars and workshops to raise students' moral standards. Every year, a moral educational goal would be set. Teachers and students take turns to give speeches on that goal. They share the rationale, importance, methods to achieve the goal and their experience with the whole school. |
| School Development Plan |
Major concerns:<br>1. Optimising organisation structure, developing a professional team, and nurturing future talents.<br>2. Strengthening the effectiveness of teaching and learning, enriching subject knowledge and enhancing innovativeness and technological capacity.<br>3. Promoting positive values in life, enhancing civic literacy, and nurturing student talents. |
| Teacher Professional Training and Development |
All staff members participate in the appraisal system developed by teachers. It is a three-tier system which incorporates self-appraisal and appraisals by the senior management team, teachers and students. Even students give feedback on teachers' performance and teachers give feedback on principal's performance. The appraisals help the Staff Development Committee design professional development programmes accordingly. The Quality Assurance Inspection Team spoke highly of our appraisal system and professional development. |
| Life-wide Learning |
Under the St. Joseph's Six-Year Nurturing Programme, students can systematically experience leadership training, volunteering and service learning which provide them with opportunities to learn how to be a well-disciplined and caring youth. Our ECA periods are arranged in our regular timetable (the last 2 periods of every Friday). Students are allowed to join different kinds of activities. Foreign language classes, including Japanese and Spanish are also offered for students to choose this year. In recent years, our school is also proactive in promoting STREAM education so as to equip our students with scientific knowledge and nurture their spirituality and creativity. Students performed with flying colours in different international competitions, like Mathematics, athletics, and robot programming. Our athletes also shone out on the sports ground and they were awarded medals and trophies in various sports. Our Athletics Team and Badminton Team, which are in Division 1 of the Hong Kong School Sports Federation, have won numerous awards among schools in Hong Kong. |
