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6 September 2010
It might be the dream of every boy to get full marks in all their examinations or to end the year at the top of the Order of Merit. It might be the wish of every parent that their son achieves perfect scores in all his assessment tasks or gains straight A grades in all subjects in the public examinations. It might be the plan of every newspaper editor to pen an article reporting on the successes of these students.
On the day that the public examination results are announced there is great anticipation, extreme nervousness and considerable stress for students, families and teachers. When the results are distributed to the students all eyes focus on the grades and whether they will be good enough to progress to the next stage of the education pathway. A full range of emotions are experienced from euphoria to disappointment.
We live in a society where students and schools are judged on the basis of examination marks. Media coverage revolves around that very small group that did extraordinarily well in the public examinations and the schools that they attended. Conversations in homes across Hong Kong focus on these students and their outstanding results.
There is no question that these young people deserve the accolades and their teachers should be congratulated. But is 100% good enough?
A boy enters Form 1 full of life and with the world at his feet. The duty of our school is to guide him through adolescence and to teach him the skills that he needs to acquire at this stage in his life. We accomplish this by providing a multitude of opportunities and experiences that will ultimately shape his character. As each school year passes, he will become more confident and self-assured. Hopefully, he will develop into a boy who is respected by classmates and teachers, who cares for his family and who understands the needs of others.
Boys need activity during their teenage years to develop their minds, bodies and souls. It is crucial that boys embrace the opportunities before them and participate in a full range of activities. School days mean discovery and curiosity; they are not the exclusive domain of tests and examinations.
We place great emphasis at St. Paul’s on academic excellence. But we also promote leadership and community service. As Principal, I consider all three to be important elements in the development of young men. And all three start in Form 1. Boys should work hard in class and always try their best. Boys should also display leadership qualities and show a willingness to help others. These three areas will be developed over the six years that a boy spends at our College. Many opportunities will be available to extend a boy academically, to provide him with leadership training and to show him the importance of taking part in community service. A look at the College website will give some indication of the extensive programmes that our school offers.
Of course, we could focus solely on academic results. We could stop all leadership training, cancel the Global Classroom programme, ban all clubs and societies, and withdraw from all community service activities. This would provide more time for academic endeavours. But it would also lead to a sterile school that is far removed from the ethos of our College.
We all wish for outstanding results but not at any cost. The fine young men that this College has produced over the years, and will continue to do so, have managed to blend study, leadership and service. These are the qualities I look for in our boys, qualities that will serve them well in their lives.
J.R. Kennard
Building on Strength and Embracing Changes
The College always provides an exciting and diverse co-curricululm to involve students in a variety of physical, aesthetic, cultural, social and spiritual experiences. Our Global Classroom Programme, which takes students to different parts of the world, also gives students an international perspective. These broadly-based, life-enriching experiences offered nurture each student into a whole person, instilling a lasting sense of moral, social and spiritual responsibility for the world. Coincidentally, under the NSS Curriculum, schools in Hong Kong are going to offer students a range of OLE opportunities encouraging them to participate in the five areas of OLE, namely Moral and Civic Education, Community Service, Career-related Experiences, Aesthetic Development and Physical Development.
We believe that the very essence of OLE is to facilitate students’ all-round development as lifelong learners with a focus on sustainable capacities. It is not just about meeting the time requirements. It is the quality of OLE that matters, rather than the quantity. During the stay in St. Paul’s College, our students are expected to excel in all areas of OLE in addition to developing intellectual capabilities.
Students are asked to plan their OLE at the beginning of each academic year. They are required to meet the Activity Requirements in each of the three domains represented by the initials of ’s College, SPC:
SERVICE PHYSICAL ACTION CREATIVITY
1. To widen students’ horizons, and to develop their lifelong interests;
2. To nurture positive values and attitudes; and
3. To provide students with a broad and balanced curriculum with essential learning experiences alongside the core and elective components for nurturing balanced development in the five virtues, Ethics, Intellect, Physical Development, Social Skills and Aesthetics.
4. To facilitate students' all-round development as lifelong learners with a focus on sustainable capacities, the expected outcomes include:
View Video
http://cd1.edb.hkedcity.net/cd/lwl/ole/File/OLE_tc.wmv