The Framework

With Catholic core values as the bedrock, a whole school approach has been adopted for Whole Person Development (WPD) which aims at nurturing our girls to be loving, caring and upright individuals who practise the Four Cardinal Virtues of Prudence, Justice, Temperance and Fortitude in their everyday life.

Much of the emphasis has been on values education, experiential learning and habit formation. This theme-based programme is conducted as a spiral curriculum in which tailor-made activities, talks and workshops are organized. Both the themes and activities are updated annually to meet the needs of students and to match the school major concerns of the year.

 

General Framework of Themes

The core themes are

  1. Personal Growth and Interpersonal Relationships
  2. Religious, Moral and Civic Education
  3. Career and Life Planning
  4. Community Service
  5. Student Leadership
  6. Health and Environmental Education
  7. Gifted Education

Level

Theme / Focus ( Skills to be cultivated )

S1

(a)    Personal Growth (Self-management: Personal Hygiene, Time Management, Protecting one’s body, Positive Psychology)

 

(b)   Interpersonal Relationships (Respect for individual differences, communication skills, resisting temptation)

 

(c)    Environmental Education (Green habit formation)

 

(d)   Civic Education (Social dimensions)

 

(e)    Career and Life Planning (Self-understanding and exploration)

 

(f)    Gifted Education (Note-taking/ Presentation skills/ Study skills (raising questions))

S2

(a)    Personal Growth (Building up self-image / self-esteem, Positive Psychology)

 

(b)   Interpersonal relationships (Dating, Resolving conflicts and family / peer relationships)

 

(c)    Environmental Education (Community involvement & Green habit formation, )

 

(d)   Civic Education (Social and national dimensions)

 

(e)    Career and Life Planning (Decision making and Thinking skills) (To enhance students’ perceptions of the world of work)

 

(f)    Gifted Education (Presentation skills and Effective evaluation)

S3

(a)    Personal Growth (Enhancing AQ & EQ, Time management, Love and intimacy)

 

(b)   Interpersonal relationships (Leadership skills: problem-solving, collaboration skills, responsibilities)

 

(c)    Environmental Education (Green policy with a global perspective and Green habit formation)

 

(d)   Civic Education (social, national and global dimensions)

 

(e)    Career and Life Planning (Connection of subjects and occupational choices) (Time management) (making well-informed choices)

 

(f)    Gifted Education (Presentation skills and Effective evaluation)

S4

(a)    Integrating personal growth and changes in life (goal-setting, building aspirations, relationships with the opposite sex, social manners)

 

(b)   Contribution to Community (Social service to the underprivileged, training up leadership skills)

 

(c)    Environmental Education (Green policy with a global perspective and Green habit formation)

 

(d)   Civic Education (Rights and obligations of a responsible citizen – local and national)

 

(e)    Career and Life Planning (Investigate options of learning and work, getting to know more about the workplace)

 

(f)    Appreciation of Life (Aesthetic Education Studies, Life and Cultures)

S5

(a)    Integrate personal growth and changes in life (social manners)

 

(b)   Aspiring for the future – Emotional management

 

(c)    Contributions to Community (Social service to the underprivileged, training up leadership skills)

 

(d)   Environmental Education (Green policy with a global perspective and Green habit formation)

 

(e)    Civic Education (Rights and obligations of responsible citizens – global)

 

(f)    Career and Life Planning (Investigating options of learning and work, getting to know more about the workplace: job shadowing, workplace pitfalls, work attitudes, work ethics)

 

(g)   Appreciation of Life (AES, Life and Cultures)

S6

(a)    Stepping into adulthood – Roles and responsibilities in social and political context 

 

(b)   Career and Life Planning (Planning for further studies and career choices) (Stepping into society: attitude in the workplace)

To implement these programmes, regular lessons have been allocated on Tuesdays (WPD time), alternate Wednesday Class Teacher Periods and Friday Religious, Moral and Civic Education time slots. There are also programmes and activities carried out outside the classroom. All these are the joint effort requiring collaboration with all Student Development Committees namely:

  1. Career and Life Planning
  2. Community Service
  3. Health and Environmental Education
  4. Gifted Education
  5. Religious, Moral and Civic Education
  6. Student Activities and Leadership Training
  7. Student Guidance

 

Class Teachers

Without a doubt, class teachers play a significant role as facilitators in the whole person development of students. The school has adopted twin class teachers for years so as to maximize the time and care given to individual students and the class as a whole. Thus each school day after the morning assembly is allocated as the Class Teacher Period. It is not only for conducting class affairs, but most important of all, for building a positive classroom culture.