哔咔漫画

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Notice

 

有关「药倍安心」事宜

本校学生潘浠淳过去一年多参加了几项科技相关比赛,其参赛作品「药倍安心」的原创性,由六月开始在网上平台有讨论及传统媒体有报道。学校就事件一直有跟进,亦已向学校持份者简述学校的跟进工作和在比赛中的角色。

                  

学校一向鼓勵及支持學生參與各類型的比賽,讓他們可以透過不同渠道學習,累積經驗,增加知識。「 藥倍安心」是潘同學參加 多項比賽的其中一個參賽作品。学校在比賽的角色亦如其他公開比賽一樣,委派老師擔任指導老師。他在過程中的參與,是就學生提出的研究題目的可行性概念及方法,以及比賽前準備及綵排等方面,提出意見。

 

学校必须强调,我们鼓励学生参加比赛,亦同时强调学生在过程中必须遵守学术诚信。学校已订立指引教育及提醒学生。学术诚信是学校价值教育的重要一环,学校一直以来都透过不同渠道教导、敦促学生。

 

就媒體及社交平台對「藥倍安心」事件的相關報道,学校已在第一時間與潘同學聯絡了解情況,並按学校一貫程序處理。就傳媒報道AI Health Studio涉及潘同學的參賽作品一事,学校及老師從不知情,此乃是在媒體報道後才得悉的。就同學及其家長的決定自願放棄「藥倍安心」獎項,我們表示理解和尊重。我們也希望各界對事件的討論,可以在他們作出退出獎項的決定後告一段落,讓潘同學能安心調理身體和有空間做好開學準備,重新投入校园生活。新學年在下周開始,我們衷心希望事件能夠告一段落,讓学校和同學都可專注未來,為求學問、長知識繼續努力。


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Music
Mission
To plant a seed in each and every student for a meaningful relationship with music
 
 
Guiding Principles
  • To realize the music potential of each and every student to the fullest extent possible, by nurturing, motivating, challenging them in a student-centered approach
  • To develop an appreciation of, and nurture a lifelong passion for music
  • To uphold the rich musical tradition of the College and let music be the collective memory of St. Paulians
  • To strive relentlessly for artistic excellence in the teaching and learning of music
  • To cultivate a set of transferrable skills, such as discipline, attentiveness, creativity, confidence and interpersonal skills through the process of learning music
  • To broaden students’ horizons and exposures in humanities through music making

 

Curriculum Goals
General Music in Forms 1 - 4

The curriculum is organized around topics for Forms 1-4. Within each of these topics, a generative question is included that links to a range of other disciplines. The generative question is a gateway to inquiry, which helps students to make links to existing knowledge, to allow the opportunity for multiple perspectives and, as mentioned earlier, to provide scope for interdisciplinary connections. The question could have a range of different functions in learning, but here it provides a framework in which students feel safe to explore topics, links and perspectives in greater depth.

In addition to the generative questions, the materials within these topics are organized with a range of skills in mind – historical understanding, theoretical, performance, listening, presentation, problem solving, creativity, information technology and collaborative. Although not all of these skills are addressed in every topic, over the course of a year, students will develop in all of these areas. We believe that these components form part of the skills needed in life and they are therefore not to be underestimated.

Assessment takes both summative and formative types and covers listening tasks, group presentations, instrumental examinations, melodic writing, creating sound tracks, cultural investigations, as well as a host of other forms.

General Music in Forms 5 - 6

For the general music classes offered in Form 5 and Form 6, no assessment will be included. Thus, indications on the report cards will merely appear as PASS / FAIL. In order to achieve a passing grade, students merely need to show willingness to participate in the tasks, activities and discussions offered.

General music classes in the senior forms is thus seen more in terms of enhancing their subject choices and offering interdisciplinary connections. The view here is to present students with creative and explorative endeavours. The courses are there to provide an alternative to the rigours of their examination-based subject choices.

This year, for the first time, a specific course for the Form 6 IB General Music classes will be developed. This will enhance their other subjects by providing numerous discussion-based activities on issues that involve developing the students’ global perspective. The course will also delve into topics that are somewhat controversial to ensure that healthy discussions ensue and that multiple viewpoints can be considered.

Differentiation

The curriculum also caters for differentiation in that group work is a feature of all courses. It is important to recognize, however, that some students excel at working on their own, and so when possible this option should be made available to them. This means that at any given time both group and individual exploration are occurring simultaneously. In both group and individual settings, a range of questions are offered to students in which only a certain number need be attempted. This is often empowering to students and a highly motivational factor in eliciting the best possible answers, and yet still satisfying the aims of the lesson. Choice in general is an important factor in catering for differentiation. In reflection tasks for example, students may wish to express their thoughts in a number of different ways so it is important that the teacher adopts a flexible approach and not always stipulate the manner in which the reflection takes.

Gifted Students

The curriculum also includes activities and assessment tasks that cater for the gifted. Incentives are offered to students to take up these challenges and appropriate rewards are given. These extension tasks allow these students to explore the issues further and to move beyond knowledge, comprehension, and application towards more higher-level thinking skills, such as analysis, synthesis, and evaluation (Bloom, 1956). The Program for the Musically Gifted (PMG) will continue to be part of the curriculum in 2021-22 for selected students in Forms 1-5, but these extension tasks are an essential component of the regular music classes as well, which offer appropriate challenges to all.