A. M. D. G.
WAH YAN COLLEGE, HONG KONG
(College of Christ the King)
School Annual Report
2013-2014
Our School
Wah Yan College was founded at 60 Hollywood Road, Hong Kong on 16th December 1919, by Mr. Tsui
Yan Sau Peter. It became the first grant-in-aid secondary school in 1922. The college was transferred to
the care of the Jesuit Fathers on 22nd December in 1932 with Rev. Fr. R.W. Gallagher, S.J. as the first
Rector. In 1955, the college moved from Robinson Road to the present premises at 281 Queen’s Road
East. From then on, new buildings have been constructed to improve the facilities for the students. In
1987, Mr. Gordon Wu Ying Sheung, a past student, donated the new annex, the Gordon Wu Hall to Wah
Yan College, H.K. In 2005, Phases I & II of the School Improvement Project were completed in April, the
building was named Francis H. B. Wong Teaching Building. In 2014, Phase III of the Project was
completed in June, the building was named Wu Jieh Yee Building.
In the long history of the provision of educational services in Hong Kong, Wah Yan College has observed
the Ignatian Pedagogy and the guidance of the Society of Jesus to nurture our students.
Vision of Jesuit Education in the Chinese Province
“We offer a holistic, liberating and transforming Catholic education within a learning community
for students and staff to become progressively competent, committed, compassionate, spiritual, and
ethically discerning persons with a universal heart contributing to the welfare and happiness of all,
in particular the poor and the neglected.”
School Mission
In accordance with our Catholic belief in God’s love and Chinese culture, we aim:
1.
2.
3.
to be empathic role models for our students to grow into responsible and compassionate community members,
to inspire students to strive for excellence, and
to nurture caring leaders who are competent spiritually, morally and intellectually.
The underlying ethos of the school is based on the school motto “Men for and with others”. This is in
alignment with the Jesuit Pedagogical Paradigm. It is this paradigm that informs all learning at Wah Yan
College and makes it an experience that reaches far beyond that which goes on inside the classroom.
The Five Categories of the Profile of the Jesuit Student at Graduation
for the Chinese Province
1.
2.
3.
4.
5.
Intellectually Competent
Loving as a Personal Orientation
Open to Life-long Growth
Religious and Moral
Committed to Acting on Justice
School Management
The top administrative unit in Wah Yan College was the School Management Committee. It is composed
of 7 representatives from the sponsoring body, 1 parents’ representative, 1 teachers’ representative, 1 past
students’ representative, 1 independent representative and the principal.
The School Management Committee met 4 times in 2013-14. Under the School Management Committee
are the Supervisor, the Principal, the Vice-principals, and functional committees that are responsible for
the various functions including the provision of advice and the formation and implementation of policies.
The chart below shows the administrative structure of the school in 2013-2014.
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Campus
The campus covers an area of over 220,000 sq. ft., in the middle of a verdant green environment. It is
made up of a 3-storey spacious classroom wing, a laboratory wing together with the other Y2K standard
teaching facilities in Gordon Wu Hall, the Francis H.B. Wong Teaching Building and the Wu Jieh Yee
Building. We are also proud to have a beautifully-designed chapel at the centre of the campus. Facilities
include three football playgrounds and a covered playground, a library, two computer rooms, a creativity
laboratory, a computer-assisted learning room, four science laboratories, a music centre, a visual arts
centre, an integrated humanities centre, 7 interactive learning rooms, a student activity centre, a basement
activity centre, a gymnasium and a canteen. The new school hall can seat 1000 personss and is large
enough to accommodate all the staff members and students. Designed in a way that can be converted to
a standard basketball court with spectator stands, the new hall is an excellent multi-purpose venue for a
wide variety of sports, artistic, social as well as academic functions.
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Teaching Staff
Our teaching staff consisted of 58 teachers, 2 laboratory technicians, 6 teacher assistants and 1 pastoral
assistant. We believe teachers are key to nurturing promising students. The information below shows
the profile of our teaching team.
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Students
Students are what Wah Yan College exists for. There were a total of 814 students at the start of the
academic year 2013-14. The breakdown of classes and number of students in each form is as follows:
Class Arrangement
Year
Level
2013-2014
F1
F2
F3
F4
F5
F6
Total
4
4
4
4*
4*
4
24
*4 classes based on government funding but split into 5 classes in actual operation.
Number of students (At the end of Academic Year)
Year
Level
2013-2014
F1
F2
F3
F4
F5
F6
Total
141
132
133
130
126
113
775
Despite being a Roman Catholic school, we offer freedom of worship to our students. The Catholic
Association is in charge of Catholic actvities in the campus. 26.1% of Wah Yan students were Catholic.
In 2013-2014, there were altogether 191 active learning days arranged for students. As the F.6 students
had to take their public examinations during the second term, they had 106 learning days respectively.
Attendance had been maintained well above 97% in all forms.
Statistics of Students
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Students’ Learning
The aim of Wah Yan’s curriculum is to enable students to take their place as balanced young adults in the
modern world. We seek:
． to develop fully in them skills and knowledge and to provide them with the enrichment which will be
needed for life in its widest sense.
． to inculcate students with enthusiasm, honesty and open-mindedness, respect and consideration for
others.
． to provide an environment in which students, staff and the Jesuit Fathers can work purposefully and
live together harmoniously; and in which each student will find areas of happiness and have the fullest
chance to develop the talents he possesses.
Although English is the major medium of instruction in the College, our students are encouraged to know
and appreciate their own culture, and to develop the ability to express themselves both in Chinese and
English precisely, clearly and eloquently. Religious Education, named Ignatian Value Education, is
included in the basic curriculum of the College. Daily Mass and weekly Benediction are offered to
students who are interested in attending.
In 2013-2014, the school adopted the following curriculum:
Forms 1-3
We adopted a mixed ability mode in learning and teaching in Forms 1 to 3. Our curriculum aims at
establishing a solid foundation for our students. Language Arts in English and classical Chinese
appreciation are embedded in our English and Chinese Language curriculum. Putonghua is provided to
help students to speak and listen to the national dialect.
All students in Forms 1 and 2 studied English, Chinese, Mathematics, Ignatian Value Education, Chinese
History, Computer Literacy, Geography, History, Integrated Science, Life and Society, Music, Physical
Education, Putonghua and Visual Arts. Students were randomly allocated to their classes.
All students in Form 3 studied English, Chinese, Mathematics, Ignatian Value Education, Biology,
Chemistry, Chinese History, Computer Literacy, Geography, History, Liberal Studies, Music, Physical
Education, Physics, Putonghua and Visual Arts.
Forms 4-6
2013-2014 was the fifth year since the New Senior Secondary curriculum has been implemented in 2009.
All senior form students study English, Chinese, Mathematics, Ignatian Value Education, Liberal Studies,
Physical Education, Arts and Music Appreciation, all Form 4 students studied 3 elective subjects.
Elective subjects offered in 2013-2014 included: Business, Accounting and Financial Studies, Biology,
Chemistry, Chinese History, Ethics & Religious Studies, Geography, History, Information &
Communication Technology, Music and Physics. Students were allowed to study Applied Learning
subjects offered by other institutions in exchange for an optional subject they took in Form 4 when they
were promoted to Form 5.
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Academic Performance 2013-2014
2014 HKDSE Examination Performance
100
90
Percentage of Students
80
70
60
50
40
30
20
10
0
5**
5*+
5+
4+
Level
HK Schools
3+
2+
1+
Wah Yan HK
As indicated in the graph above, our students performed very well in the HKDSE examination this year.
Not only did they outperform significantly the average of all Hong Kong schools (e.g. the number of 5*
or above that our students got was more than 4 times the Hong Kong overall average). They also made
general improvements over results in 2012/13. In fact, the result this year is the best since the HKDSE
examination was introduced.
Most of our students chose to further their studies locally. Of those who did so, about 65% were offered
degree programmes. Among different institutions, HKU has the largest share, constituting 37% of all
local degree offers. With offers skewed towards more high ranking universities, it might be inferred that
our students are more aggressive in their Programme choices, probably because they would rather study
abroad than to read a Programme they are not enthusiastic about.
Four got into medicine (two HKU and two CUHK) and six into law (four HKU and two CityU).
However, it is also interesting to note that two of the top five students have chosen something less
conventional given their excellent grades - one in journalism and the other in a double degree in English
and English Education.
A follow-up survey of graduates of 2010, 2011 and 2012 who were not offered degree programmes at the
time of their graduation indicated that about 90% were already admitted to degree programmes in
September, 2014.
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Students’ Achievements in Other Disciplines
Academic
University Dean’s List Hong Kong University
Cheng C. Chiu Scholarship for Outstanding Medical Students, HKU
Foundation Scholarships for Outstanding Students
Lau Chun Ling
MBBS
HKU Foundation Scholarships for Outstanding Students
Chiu Chun Ting
BBA (Law)
Chow Ka Chun
BBA (Law)
Lai Hoi Hin Hugo
LLB
Tang Chi Hei Geoffrey
BBA (Acc & Fin)
Tsang Kieran Daniel
BDS
Tsoi Man Ho
MBBS
Chan Kwok Leung Tommy
BBA (Law)
HKU Chan Wing Kan Prize in Chinese Language
Ho Ka Chun
BEd (LangEd)
HKU Patrick SC Poon Scholarship in Actuarial Sciences
Li Chi Yu
BSc (ActuarSc)
HKU Worldwide Undergraduate Student Exchange Scholarships
Lo Chun Man Jonathan
BSc
HKU Serena Yang Prizes in Nursing Studies
Luk Tsu Tsun
BNurs
HKU Rosita King Ho Scholarships
Vacoas II Trust Scholarships
Yeung Lok Ken
BSc
HKU Chiap Hua Cheng’s Foundation Scholarships
Chu Kai Hong Anthony
BA (ArchStud)
HKU Worldwide Undergraduate Student Exchange Scholarships
Hung Ting Ka
BSocSc
Yeung Heung Tsun
BEcon&Fin
HKU Mun Gold Medal and Prize in Psychiatry
Tsang Pui Lim
MBBS
The Hong Kong University of Science and Technology
Dean’s list Award 2012-13, School of Engineering
Wong Hiu Hei
Dean of Engineering Scholarship 2012-13
Lai Tsun Tat
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Dean List, 2013-2014
Chan Ming Chung
Chow Pak To
Centennial College
President List 2012-13
Lai Wing Hei BA (Honours)
Scholarships and
prizes
Hong Kong Institute of Certified Public Accountants
HKICPA Scholarship for Secondary School 2013-14
Lam Cheuk Ting
Cambridge International Examinations
Outstanding Cambridge Learner Awards, Hong Kong
First in Hong Kong Region in Cambridge IGCSE Accounting
Abraham Lau Kwun Hang
香港廣東社團總會慈善基金獎助學金
林家輝
香港物理奧林匹克委員會
第十届泛珠三角物理奧林匹克暨中華名校邀請賽
物理綜合試二等獎
梁釋之
Other Learning Experiences
English
The 65th Hong Kong Schools’ Speech Festival (English Section)
First:
Kwong Hoi Chun Hadrian
Wong Kar Ho Toby
Ling Chung Yin
Chiu Chi Kan
Ho Pok Man
Second:
Yiu Kam Ming
Chan Yu Kiu Victor
Choral Speaking
Third
Kwan Cheuk Tin Constantine
Chan Hon Yin
Cheung Sau Kuen
Cheng Kwan Ho Kristopher
Derek Fung
Pang Tsz Ming
Kwong Hoi Chun
Page 10
中文
第 65 届香港學校朗誦節–粵語組中三、四級男子詩詞集誦冠軍
香港華仁書院
第 65 届香港學校朗誦節–粵語組中四詩詞獨誦冠軍
朱威諤
2013-14 年度第八届 善言巧論–全港學生口語溝通大賽初中組經典朗
讀項目小組優異獎
阮浠舜
第 65 届香港學校朗誦節（普通話朗誦）中一二級詩詞獨誦冠軍
冼海鍩。
中三、四級詩詞獨誦組季軍
何漢銳
中三、四級散文獨誦組季軍
李景峰
中一、二散文獨誦組亞軍
王致恒
第 16 届粵港澳普通話大賽最具潛質大獎
吳英瑞
第 38 屆全港青年學藝比賽 全港青年普英雙語演講比賽 冠軍
鄭君浩
Calligraphy
第十八届全港中小學英文硬筆書法比賽
初級組
冠軍︰傅明
亞軍︰阮浠舜
季軍︰鄭善陽
高級組
冠軍︰岑子灝
亞軍︰李卓龍
季軍︰黎浚琛
第十八届全港中小學中文硬筆書法比賽
初級組
冠軍︰陳朗亨
亞軍︰郭子軒
季軍︰郭澧霆
高級組
冠軍︰李國臨
亞軍︰歐陽煒楨
季軍︰黎浚琛
Page 11
Chess
2013-14 年度全港中學生中國象棋高中團體季軍
蔡雲翔
丁啟中
黃浚銘
黃揚
蔡坤銘
梁建安
2013-14 年度全港中學生中國象棋學校團體亞軍
蔡雲翔
丁啟中
黃浚銘
黎子揚
孫景賢
黃揚
蔡坤銘
梁建安
陳煒聰
莊謙成
第九届國慶杯象棋賽初中組團體冠軍
香港華仁書院中國象棋隊
莊謙成
陳煒聰
孫景賢
2013 ichess 聖誕盃中國象棋賽高中組團體冠軍
蔡雲翔
蕭卓堯
丁啟中
黃浚銘
何智楷
2013ichess 聖誕盃中國象棋賽初中組團體季軍
莊謙成
孫景賢
香港圍棋協會主辦第十三届香港業餘圍棋公開賽九龍工業學校盃季軍
陳偉匡
張俊瑋
丁啟中
黃偉翔
古浩天
郭子軒
香島杯第二十届全港中學校際中國象棋賽亞軍
蔡雲翔
陳煒聰
莊謙成
Debating
HKSDC Junior English Debating Tournament
Crystal Final Runner-up
Kwong Hoi Chun Hadrian
Allen William Judge
Joseph Ng Lok Yu
Best Speaker
Kwong Hoi Chun Hadrian
青苗盃﹒亞軍
張晉偉
王以政
張焯鏗
蔡雲翔
德信盃初中辯論賽﹒冠軍
Drama
第五屆灣仔戲味戲劇比賽公開組及校際組決賽
華仁劇社(Chinese Drama Team)︰劇目《棋•望愛》
得獎項目
1. 最佳整體演出獎
2. 優異導演︰鄭善聰
3. 優異演員︰譚家鏘
4. 優異劇本
5. 優異舞台管理
6. 優異舞台美術
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2013-14 社區資本校際話劇比賽﹒最優異演員獎
姚賀之
謝浩樑
香港中學生才藝大賽 Sparkles 2013﹒最具人氣大獎
張文晉
陳朗日
香港話劇團舉辦 2013 全港中小學普通話讀劇藝術節
趙子謙
俞柏熙
Music
First in Sonata, Hong Kong Youth Piano Competition 2013
Yu Yiu Chung Arthur
Symphony Orchestra Silver Award, Music
Wah Yan College Hong Kong
Sports
Hong Kong Schools Sports Federation
BOCHK Bauhinia Bowl Award 2012-13—Boys Schools
BOCHK Outstanding Athlete Award 2012-13
Fencing— Ng Ho Tin
Inter-School Badminton Competition (Division One)
A Grade : 3rd place
Fok Lap Him Matthew
Cheung Spencer Tat Yiu
Cheung Pak To
Kwok Reynold
Leung Shun Hei
Yu Kai Yiu
Tang Hoi Kit
So Chun Yu
Volunteer Services
香港紅十字會
青年及義工事務部
1)
青年護理比賽 2013-14
季軍︰區慶麟 黃致康
2)
傑出青年團比賽–港島總部
季軍︰高思敬
朱璟元
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Administrative Highlights 2013-2014
This year was the fifth year in which the College has operated the New Academic Curriculum system. In
terms of subject selection, curriculum design and administrative arrangements, the implementation was
smooth and successful. Fine-tuning of the subjects in teaching depth and pace has been carried out. For a
better preparation of students for HKDSE, supplementary lessons and extra lessons after school for Form
5 and 6 were introduced. Old boys from various universities were invited to share with students on the
method of study and programme choices in JUPAS. Students who are weak in the electives were allowed
to drop one elective after the Mid-year Examination in Form 5. They were arranged to have private study
in the student library. It has a positive effect in improving the overall results in the electives.
SBA was a big concern to many teachers when it was first introduced. Teachers have become more
familiar with the DSE curriculum as they strived to better prepare our students. With the concerted efforts
of the department heads and subject teachers, all the tasks were carried out in accordance with the
regulations and no students failed to meet the SBA requirements. All marks were submitted to the
HKEAA online before the deadlines.
All subject departments conducted departmental meetings to evaluate the implementation of the NSS
curricula and the discrepancies reflected in the Value-added Reports. Reflections and suggestions have
been proposed in the departmental and school level. The feasible ideas will be included in the
implementation plans by the school for the coming years.
Overall HKDSE results were satisfactory with 18.6% of all subject-seatings achieving Levels 5** or 5*
and 66.4% Level 4 or above in all examination subjects.
With the support of the Wah Yan One Family Foundation and also the Jesuit Educational Fund, we could
continue the implementation of small class teaching in the junior forms for English, Chinese, and
Mathematics. In addition, to enhance flexibility of subject choice and minimize the need for changing
classes and rooms for different subjects, we divided the four classes of F.4 and F.5 into five groups. This
arrangement would continue for at least three years to complete a cohort before a review is conducted.
The HKU conducted an evaluation of Small Class Teaching (SCT) in junior forms and concluded that
“…SCT, as is practiced at the Wah Yan Colleges, has proved to enhance the learning community which
has always been conducive learning environment.”
For Sports development, numerous training camps were organised to enhance team spirit, to improve
skills and to broaden their horizons. We are again grateful for the WYOFF for funding. The cheering
team organized by the Student Association has helped to enhance the fighting spirit among them. These
occasions surely inspired many Wahyanites to strive for excellence. As an indicator of our achievement,
we ranked fifth among all boys' schools in Hong Kong Island and Kowloon based on an aggregate
scoring system that encompasses 17 different sports.
Students currently enjoyed a host of music activities through the rehearsal space and practice rooms of the
4th floor Music Centre in the Wong HB Teaching Building. The focus for this year was at the continual
encouragement of fostering ensembleship skills and as such distinguished players from local orchestras
and abroad had visited the school. Good results were attained in the annual Hong Kong Youth Music
Interflows (Symphony Orchestra) and also in the 66th HK Schools Music Festival. The Music Department
had been ably assisted by the student members of the Music Society and Music Scholars who had held
lunchtime concerts and the successful Talent Time Heats and Final.
The 47th Student Association Iznova had extended the good work undertaken by the cabinet from the year
before by incorporating comments from different stakeholders. Notable external highlights of the year
were the Christmas Ball held with Ying Wa Girls’ School, the Go, Observe and Learn programme in
April and Ganzen, the Leadership Training Camp in July with St Mary’s Canossian College. Other events
included the Junior Leadership Programme and an orientation day in September for F.1 students. The SA
Page 14
revamped the Student Fiesta through a series of coordinated House activities supported by the PE
Department which was well received by the students. They also lent support to the Music Society to
organize the Talent Time Finals.
The achievements of students in other areas were encouraging, especially in Chinese debating and drama
competitions. Also, the WAMFO continued its excellent coordination with our Wahyanites to provide
social services to the wider community. In addition, different exchange programmes have been organised
to help our gentlemen to learn from others and to be exposed to different cultures and systems.
The School Development Project (SDP) was implemented in three phases. Phases I and II commenced in
2002 and provided 3000 square meters of new facilities at the cost of $45 million and is now known as
Francis H.B. Wong Teaching Building. It was officially opened by Sir Donald Tsang in 2006. Phase III of
the SDP is the redevelopment of the school hall, which commenced in 2010 at the cost of $120 million
and was at last completed in June 2014, six months behind schedule. This new school hall complex,
known as Wu Jieh Yee Building, provides a state of the art environment with an area of 3600 square
meters for learning and teaching as well as all round development for our students. It will be officially
blessed and opened on 20th September 2014. To upkeep these new buildings, we are planning to raise
another $10 million for the Maintenance Fund.
For student support, seminars and workshops had been arranged to help Form 6 students to prepare for
HKDSE 2014. We have also invited alumni to share their study and career experiences. For those special
educational need students, we have arranged our school counselling specialists to provide support to them
in addition to support by counselling teachers. Students were also encouraged to apply for scholarships
and join different leadership programs organized by NGOs.
Students in general are well behaved. The Discipline Committee focused on monitoring students' attire
including their uniforms and hairstyles. In addition, we also took steps to reverse the trend of habitual
tardiness that has been of our concern recently.
There were three main targets that the Counselling Committee was working on this year. They were
JASER scheme (big brother scheme in our school), support for repeaters and students with special
educational needs. Besides, we had individual interview sessions for those who were in need.
The Careers and Further Studies Guidance Committee had provided comprehensive support for students’
careers planning in the year. Our support included career counseling services, assessments tests, talks JUPAS talks (for parents as well), E-APP talk and others, Mentorship scheme, liaison with local and
overseas universities on different schemes and helping students in applying for local and overseas studies.
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Reflections on Major Concerns in 2013-2014 School Annual Plan and
Development of the New School Development Plan
The college has a proud tradition of the provision of whole-person education as specified in the Profiles
of Students at Graduation in Jesuit Education. In the Annual Programme Plan of 2013-2014, four major
concerns were addressed to stress the aspects of important adolescent development of our students. The
major concerns are Academic Excellence, Positive Thinking, Self-discipline, and Mutual Respect.
Academic Excellence
Colleagues had prepared various strategies to further improve academic performance. At the level
of subject panels, the English Language panel, Biology panel, Music panel, Putonghua panel adopted the
strategy of assessment for learning, students were given feedback after tests and examinations, so as to
achieve a higher efficiency of learning. Extensive reading across the curriculum was encouraged in
English Language panel. Displaying good works of students was done to recognise the efforts of students
and encourage appreciation of works of schoolmates. The English Language panel, Biology panel,
Chemistry panel, Economics panel, Integrated Science panel, Music panel adopted this strategy. To cater
for the learning diversity of students as well as SEN students, various panels introduced timely
intervention, panels which included this strategy were English Language, Biology, BAFS, Economics,
IVE, Liberal Studies, Music panels. English panel referred students who were suspected to have special
education needs to our psychologists for advice and support. To further address the difference in
learning capacity of students, more challenging tasks were given to high achievers, BAFS, Chemistry,
Economics, English, Integrated Science panels adopted this strategy. Some subject panels initiated their
own strategies in helping students to strive for excellence. The Liberal Studies panel adopted a new
approach of implementing IES. Self-learning was promoted by Biology, BAFS, Geography, Liberal
Studies, Physics panels through giving materials, exercises, quiz on-line. Mathematics and BAFS panels
encouraged students to participate in activities and competitions to expose themselves for greater
challenges to train them to achieve higher standards. For mathematics students, they were recruited into
training classes and provided with opportunities to join inter-school competitions. Students were
encouraged to read extensively by English Language panel. The Integrated Science panel had bought
books about scientists and science stories for students. The IVE panel reported that colleagues developed
reading habit through reading scriptures together with students in lessons.
In order to let the colleagues know better the nature of learning, the Staff Development Committee
organized a Workshop on Brain-based Learning II, which was the continuance of the previous workshop
held in 2012-13, in a staff development day. The Counseling Committee organized Form 4 JASERS to
help F.1 students in their studies, and form study groups among repeaters to enhance their confidence in
learning. The ITEC continue to facilitate colleagues to utilitze eClass resources in on-line self-learning
for students. The Student Support Committee, and Careers and Further Studies Guidance Committee
nominated a number of elite students to external scholarships and gifted-education programmes as
recognition of students for their outstanding achievement and potentials.
Mutual Respect
According to the reports of subject panels, on the whole, students show greater appreciation and
respect to others. Liberal Studies panel reported that students could show due respect to one another in
their class presentations in general. Geography panel reported that most of the students could respect
others. Counseling Committee reported that students wrote Thank-you cards to their JASERs to express
their gratitude. Discipline Committee reported its observation as “90% of the students show selfdiscipline, self-control and respect to the school.”
In science subjects, it was reported that students are respectful and responsible, there were no
damage of apparatus, by which it proved students could keep the apparatus in good order.
In a nutshell, although fewer strategies were proposed and later reported in documents, there was
indication showing mutual-respect among students and staff in the college.
Page 16
Self-discipline
Students are well behaved in general. Responsibility and punctuality were emphasized in the
strategies suggested by subject panels. Subject panels including e.g. Chemistry, Economics, Integrated
Science reported improvements in punctuality. Geography panel also reported that students in general
attended class punctually.
While sense of responsibility was observed in the effort of maintaining cleanliness of classroom,
Biology and Chemistry panels mentioned cleanliness of apparatus and bench could be maintained.
Students as reported by science panels also paid good care to apparatus and bench. Contrary to Chemistry
teachers who were satisfied with the cleanliness of classroom floors, Computer Studies panel revealed
more litter was found in the Computer Room.
As an indicator of civil responsibility, classroom and campus cleanliness has been emphasized for
years. Teachers closely monitored the cleanliness of the campus. For instance, in the IVE panel,
cleanliness of their classroom had been cultivated before the start of each lesson. In all science subjects,
students were requested to take good care of laboratory apparatus. In Biology lessons, students had been
asked to clean their apparatus in 70% of their experiments and they were also asked to put their stools
under the table after each lesson in the laboratory. It was reported that breakage was not serious in
Integrated Sciences Laboratory and there was no accident.
Positive Thinking
Positive emotions are contagious so having a teacher or student who is positive can help the other
students to be positive and work to the best of their abilities. Being positive is a crucial property of a
competent, complaisant leader. The school believes that students who think and act positively, not only
benefits themselves, but help to bring the community towards optimism and altruism. The following
strategies were implemented to meet the objective.
Positive thinking was encouraged in lessons. BAFS panel gave constructive feedbacks in most of
their assignments, i.e. correct answers were ticked while wrong answers were not crossed out but attached
with correct answers. 90% students reported that this way of marking would encourage them. The theme
or content of assigned artworks was about positive messages. 20% of students’ work carried positive
messages.
In the Mathematics panel, members showed appreciation of students using alternative methods in
solving mathematical problems. Good solutions were posted on the notice board to encourage students to
pursue alternative methods. Similar to the Mathematics panel, the Visual Arts panel encouraged
students to use different ways to solve problems and difficulties. It was reported that students had
demonstrated creativity and problem-solving skills. In preparing testimonials of students, the Careers and
Further Studies Guidance Committee encouraged teachers to use positive wording and tone.
Many colleagues established ‘positive’ class rules to nurture positive thinking among students.
Panels which adopted such strategy were Liberal Studies, , Economics, Integrated Science. The IS panel
reported that teachers found the students’ discipline in the laboratory was improved, teachers were
generally satisfied with the students’ behaviour.
Positive thinking was emphasized not only among students, but also among colleagues. Buddy
Observation was continued for the sharing of the good practices among teachers. The Staff Development
Committee organizaed a workshop on Positive Thinking. 82% of teachers found the workshop
satisfactory. 80% of teachers said that they would apply what they have learnt from the workshop to their
teaching. 86% found the workshop useful for their personal growth while 76% found it useful for their
educational work. Buddy observation and sharing of teaching ideas and materials were common in
English Language panel and Geography panel. Co-teaching was reported in the English Language panel
to ensure colleagues learnt from one another. Good quality works of student were displayed as good
role models.
Page 17
Reflections on the implementation of annual school plan 2013-2014
As pointed out in the report of the External School Review in 2010, our Major Concerns (MCs) could be
more specific, leading to more specific plans. Over-general Major Concerns also make evaluations
difficult. On reflection, this might partly be due to the process through which the School Development
Plan and Major Concerns were usually developed at the school. There is a need for more in depth
discussion and clearer articulation of the focus and implications of the MCs. For them to be appropriate
to the context and thus meaningful to colleagues, students and other stakeholders, better alignment with
the school’s unique tradition, vision, and student backgrounds as well as their ability to meet the
challenges faced currently (or in the foreseeable future) by the school and students would be helpful.
Based on this reflection, the school set about developing the new School Development Plan 2014-17
(with its new set of Major Concerns) by making reference to (a) the tradition, vision, and mission of the
school, (b) the unique challenges and opportunities faced by the school at this juncture, (c) the economic,
social, technological and higher education environment faced by our students, (d) concerns and
aspirations expressed by teachers as well as (e) feedbacks in the latest External School Review in 2010.
With these considerations in mind, and through a process of consultation by way of the Administrative
Committee, the All Heads’ Meeting (consisting of Panel Heads as well as Heads/Chairs of Functional
Groups), the Principal’s Meeting and the School Advisory Committee, the proposed new School
Development Plan was amended, refined and polished. The proposal was then considered and approved
by the School Management Committee in June, 2014.
The theme for the new School Development Plan is “Building Capacities for Sustainable Development”.
Under this theme are three Major Concerns : (1) Cultivating Self-directed Learners, (2) Facilitating
Development of a Professional Learning Community and (3) Enhancing Organizational Effectiveness.
In terms of tradition, the School is renowned for its liberal approach and the MC on Self-directed
Learners is in line with this tradition but with the focus put on responsibility for one’s own learning.
The MC on Learning Community is also in line with brotherhood but with an added emphasis on
learning. Likewise, these two new MCs echo the vision statement, in particular those parts relating to
offering of a “liberating” education within a “learning community for students and staff” so that they can
become “progressively competent”.
In terms of the current challenges of the School, we shall be celebrating our 95th Anniversary but there
are very few Jesuits who are involved in frontline teaching or daily management now. How can the
Jesuit approach to education be sustained over the long run and what adjustments do we need to make to
our management approach and organizational structure / processes in the transition to daily leadership by
lay staff? The theme of “Building Capacities for Sustainable Development” and its two MCs on
Learning Community and Enhancement of Organizational Effectiveness address such issues directly.
The new school hall complex will be in use from the new school year 2014/15 onwards. Together with
the old buildings and facilities, they constitute the physical setting of the community. How can we make
them more conducive to learning? What are the things we need to upgrade or revamp to enhance
efficiency of the organization?
In terms of student characteristics, given that the overwhelming majority of our students are among the
top students in Hong Kong, they do have the competence to become Self-directed Learners. With the
“explosion” of information available at their fingertips, it is also imperative that they be given a bigger
role in their learning. When we consider the post-industrial, knowledge economy and the pluralistic
society they will face when they graduate, those who can be Self-directed Learners able to work with
team members within a Learning Community would be able to contribute much.
Page 18
As for teachers, their concerns relate to students’ academic performance as well as the transparency and
effectiveness of the management. Thus, the first two MCs that focus on learning and the third on
organizational effectiveness would in some way address their concerns.
The new MCs also address suggestions in the last External School Review. Besides advising that MCs
could be more specific, the report also recommends that students develop independent learning skills, that
the school should promote self-discipline and self-management and encourage students’ reflective
learning. Such suggestions could somehow be incorporated into the MC on Self-directed Learners. The
report also advises that the school should build staff capacity for continuous school development, and
widen the scope of sharing and collaboration. These might be addressed through the MC on Learning
Community.
So to conclude, based on reflection on the Major Concerns in the past and reference to the tradition,
vision and current challenges of the school, student characteristics and the world they will be facing when
they graduate, teachers’ concerns and feedback in the last External School Review, the School was able to
develop a new School Development Plan with a new set of Major Concerns for implementation in 201417.
Page 19
Report on the programs financed by the Capacity Enhancement Grant
The Capacity Enhancement Grant (CEG) is provided by the government for relieving teachers’ workload
so that teachers will have enhanced capacity to concentrate on critical tasks in the education reform. In
2013-2014 school year, the CEG was used to employ 5 teacher assistants to relieve the workload of
Music, IVE, Liberal Studies, PE, ECA teachers. The summary below describes how the grant was used in
the college in 2013-2014 academic year.
1.
A part-time teacher was employed in 2013-2014 at HK$117,356.4 to co-ordinate with chairperson of
the Music panel in Inter-school Music Festival entry matters and Annual School Concert, together
with all music-relating activities etc.
2.
A full-time teaching assistant was employed in 2013-14 at $142,779.28 to release the teaching of
Liberal Studies to help teaching and making teaching materials for Form Two to Six students.
3.
To release the heavy workload of IVE, PE teachers and ECA teachers, three teaching assistants were
employed in 2013-14 at $467,940.62 in helping religious formation, extra-curricular activities, sports
competitions, and Star Studio.
Page 20
Report on the implementation of Refined English Enhancement Scheme
2013-2014
In an effort to encourage students to become independent and self-directed learners, the school continued
its subscription of the online, self-access learning programme under the Refined English Enhancement
Scheme. Students were encouraged to actively use the programme in order to improve and hone their
English skills.
Through the programme students were exposed to a variety of articles and videos. With an emphasis on
language-across-the-curriculum, the key learning areas encompassed different domains including Current
Issues & Globalization, Science & Technology, Energy & Environment and Personal Social &
Humanities. Students formed better self-access learning habit, and their effort was recognised by their
teachers and formed part of their continuous assessment.
The programme had been successful in achieving its aims. It was effective and could be implemented
with relative ease. The school was satisfied with the length and difficult of the material, as well as the
way the programme was operated.
Page 21
Financial Summary 2013-2014
Income
I.
II
Government Funds
a) OEBG Grant - General Domain
a1. Administration Grant / Revised Admin Grant
a2. School & Class Grant
a3. Subject Grants
a4. Composit IT Grant
a5. SBM Supplementary Grant
a6. Noise Abatement Grant
a7. Lift Maintenance Grant
a8. Staff Training & Development Grant
a9. Subsidies for Air-conditioning facilities in Prep Room
a) Sub-total
b) OEBG Grant - Special Domain
b1. Capacity Enhancement Grant
b2. Guidance Program Grant
b)Sub-total
c) Others Domain
c1. Teacher Salary
c2. Teacher's PF
c3. Lab Technician's Salary
c4. Lab Technician's Provident Fund & Admin Staff PF
c5. NETGratuity and travelling allowance
c6. Composite Furniture and Equipment Grant
c7. SSCSG
c8. Substitute Teacher Grant
c9. Rent & Rates
c10. NSS Diversity Learning Grant (Music Joint School Program)
c11. NSS Diversity Learning Grant (Applied Learning)
c12. Learning Support Grant
c13. Jockey Club Life-wide Learning Grant & After School Learning
c14. Parent- Teacher Association Grant
c15. HK School Drama Festival
c) Sub-total
Total a)+b)+c)
Total Surplus for 2013-14 for Government Funds
School Funds
1) Tong Fai
2) Collection of fees for specific purposes (including electricity charges)
3) WYOFF- Donations
4) Tuckshop rental charges
5) Electricity expenses (G/Floor and Private venue)
6) Starlet (School Magazine)
7) English Builder
8) Student Development activities (not covered by Subject Grants)
9) Civic Education (not covered by Subject Grants)
10) Insurance for Students
11) Workmen Compensation
12) Joint- School Music Program from other schools (to be reimbursed by other
schools)
13) Joint-School Music Program from other schools & DLG account receivable
14) Teacher salary (Non-Government-Grant-Funded)
15) Educational Psychologist's and Clinical Psychologist's services
16) Staff Welfare Committee Expenses
17) IT Licence (to be reimbursed by IT in Education Subject Resources
Account)
18) Dangerous slope (reimbursement from prior year expenditure)
19) Income from Fixed Deposit Interest
Page 22
Expenditure
$3,414,960
$815,602
$121,540
$356,804
$190,391
$256,975
$28,668
$13,579
$18,168
$5,216,687
$3,091,966
$1,328,745
$340,963
$461,658
$158,690
$49,698
$42,660
$13,875
$18,168
$5,506,423
$537,792
$6,875
$544,667
$728,077
$6,969
$735,047
$30,570,768
$1,497,758
$934,980
$495,723
$171,514
$410,112
$113,089
$214,964
$625,170
$84,000
$47,000
$230,000
$48,600
$14,811
$2,700
$35,461,187
$41,222,542
($593,466)
$30,570,768
$1,497,758
$934,980
$507,614
$171,514
$399,614
$216,185
$223,676
$620,370
$134,949
$47,000
$189,000
$43,600
$14,811
$2,700
$35,574,538
$41,816,007
$607,500
$232,740
$3,444,444
$257,500
$10,336
$49,000
$181,198
$68,089
$7,353
$328,118
$200,000
$15,000
$49,000
$184,068
$37,084
$7,353
$273,791
$140,792
$282,472
$141,680
$2,496,454
$499,917
$13,717
$60,000
$94,026
$62,090
20) Miscellaneous expenses
$80,651
21) Raffle Tickets (SDP) - Sales & Donations
22) Raffle Tickets (SDP) - Prizes and expenses
23) Raffle Tickets (SDP) - Net Proceeds transfer to SDP
Sub-total for School Funds (Gem A/C)
Surplus for School Account (Gem A/C)
Surplus for School account after transfer to Government Account for 2013-14
Page 23
$1,552,296
$7,177,161
$1,425,359
$831,893
$53,694
$1,498,601
$5,751,803
Donors for SDP (in 2013-2014 academic year)
Wah Yan College, Hong Kong wishes to acknowledge with gratitude the generous support of the
following donors:
Au Michael
Cham Shek Yuen
Cham Wai Ho Anthony
Chan Henry
Chan Ka Kin
Chan Kin Chung Danny
Chan Pun Tak
Chan Sai Kit Derrick
Chan Shun Tung
Longmas
Chan Tak Cheung
Anthony
Chan Tak Cheung
Anthony
Chan Wing Tim
Chan Ya Lai Alice
Chan Yee Chung
Chan Ying Gi Dorice
Chan Yong Chong
Chan Yuen Fu
Chan Yuk Keung
Chan Yuk Keung
Chang Frederick
Chang Loh Tien Michael
Chau Ho Ming
Chau Ka Lok
Chau Yau Sun Sunny
Cheering Development
Limited
Chen Ka Wai
Chen Ka Wai
Chen Nan Lok Philip
Cheng Chi Kin
Cheng Fun Yi Charles
Cheng Hing Yan
Cheng T C Patrick &
Vivian O S Wong
Cheung Man Ching
Anthony
Cheung Shu Wing
Anthony
Cheung Wai Cheung
Chiu Tso Mei
Choi Yick Ngai
Chong Kim Chan
Kenneth
Chow Sai Yau
Chow Stan - Class of
1981
Chow Wun Chung
Stephen
Christopher S. Chan
Chu Ho Kwan Raphael
Chu Kiu Kwong Peter
Chung Ka Leung
Chung Ka Leung
Chung Lin Tai
Chung Tai Wing Denis
David Lo and Libon Fung
Dominic Woo & Co.
Dr. Wong Chung Lak’s
Clinic
Fang Gary
Fok Hoi Ming
Fong Chung Kau Anthony
Fong Hup
Fong Hup
Fung Shu Ming Eric
Fung Tin Lun John
Fung Tin Lun John
Fung Wai Kit
Guen Kin Shing
Ha Lai Yin
Ha Wai Man
Han Kwok Wai Ivan
Heng Ching Kuen
Franklin
Heng Ching Kuen
Franklin
Heng Ching Kuen
Franklin
Heng Tsuen Leuk
Kenneth
Heng Tsuen Leuk
Kenneth
Ho Chuen Hei Noriel
Ho Chun Keung Albert
Ho Kin Wai Patrick
Ho Kin Wai Patrick
Ho Kin Wai Patrick
Ho Kin Yip
Ho Sai Chu
Ho Sai Kit
Ho Sai Leung
Ho Tat Shing
Ho Wai Chi
Ho Wing Ko Peter
Hsu Chin Nuo
Hsu Siu Chi
Hui Lai Shan & Tsui Chi
Hin
Hui Shi Kuen Peter
Hung Hin Hong
Hung Hin Hong Hugo
Hung Hin Lai Henry
Hung Hin Yiu Richard
Hung Nap Ho Francis
Hung On To Memorial
Fund Ltd.
Hung Ting Ka
Ip Day Ling
Ip Kai Wah
Jody Dharmauan, Wilkie
Kam,
Joseph Dao
Ka Shui Pung Francis
Xavier
Kan Nik Keung Andrew
Ko Yu Man
Kwan Boon Ming
Michael
Kwan Boon Tak Peter
Kwan Cheuk Yin William
Kwan Luk See Ming
Mandy
Kwan Shuk Hing Susan
Kwan Vanessa
Kwan Wai Cheong
Kwan Wong Wai Yue
Irene
Kwok Chun Yu
Kwong Hing Leung
Lai Chiu Tong
Lai Kam Chuen
Lai Kam Fu
Lai Pak Sang
Lai Pui Yin Ada
Lai Pui Yin Ada
Lai Tze Kin Samuel
Lai Yiu Wai Tommy
Lam Chi Fan
Lam Kin Keung
Lam Thomas
Page 24
Lam Wai Kiu Victor
Lam Wai Nang
Lau Ching Hoi Patrick
Lau Chui Wah
Lau Hoi Kit Eugene
Lau Kwok Hung
Lau Wai Ling Kennis
Lau Wai Lum
Lau Yat Hong
Lau Yun Chi
Law Sing Wah
Lee Ao Hua Thomas
Lee Burton
Lee Chi Kin Donald
Lee Ching Woon
Lee Ching Woon
Lee Chun Lun
Lee Harry Nai Shee
Lee Ho Yin Derek
Lee Hon Man
Lee Ka Wai David
Lee Kar Ming Chris
Lee Ming Chuan Eric
Lee Mui Sang Maurice
Lee Richard
Lee Tsz Kwan Elsa
Lee Wing Yan Catherine
Lee Yu Ting Mabel
Leung Chi On
Leung Tat Chi Godwin
Leung Yim Ha
Li Chi Shing
Li Khai Kam
Li Ling Biu
Li Luk Tim
Li Siegfried Christopher
Li Yue Ming
Lim Chi Yeung Richard
Lo Chun Yu Toby
Lo Chun Yu Toby
Lo Chun Yu Toby
Lo Fong Chung Thomas
Lo Wing Nin Raphael
Loong Kin Wing
Lun Suen Caesar
Ma Shek Hing
Ma Shek Hing
Ma Shing Yan
Mak Sui Fai
Mak Wung Hin Patrick
Mak Yip Shing Andrew
Man Yiu Keung
Mok Chung Fu Eric
Moral Properties Limited
Ng Chan Shing Lawrence
Ng Hoi Luk
Ng Sai Wo
Ng Wai Man
Paul W.C. Ho &
Company
Peter Management Co.
Ltd.
Poon Fat Tik
Poon Marina Yu
Poon Wing Cheung
Redkifree Industries Co.
Ltd.
Siu Chi Keung
Siu Pui Sun
So Lai Kim
So Ming Yau
Song Jun
Sung Nee
Sung Nee
Sung Nee
Sung Nee
Sung Nee
Sung Nee
Sung Nee
Sung Nee
Sung Nee
Sung Nee
Sung Nee
Sung Nee
Sze Andrew Chun Kin
Tam Dominic
Tam Ho Kai Brian
Tam Kwok Hung Peter
Tam Kwong Hang Paul
Tan John
Tang On Alan
Tang Shui Kit
Tin Edmond Ka Ho
Tin Edmond Ka Ho
Tin Harold Chi Ho
Tin Harold Chi Ho
Ting Wai Wing Albert
To Wai Ming
Tsang Ho Fai
Tsang Sai Ling
Tse Stephen
Tso Mei Yi
Tsui Bernard
Tsui Nicholas
Tsui Pui Yan
Tsui Wai Hung Bernard
Victory Chemical Co.
Ltd.
Victory Chemical Co.
Ltd.
William Kwan Cheuk Yin
Wong Chak Kong
Wong Chau Yee
Wong Kar Lok Carol
Wong Kwok Wah
Wong Kwong Hing
Wong Lam
Wong Man Wai
Wong Mi Fong Emily
Wong Po Hang Wilson
Wong Sau Yee
Wong Siu Lin
Wong Suet Yee
Wong Yan Kit
Wong Ying Fai Thomas
Wu Chiu Yuen Jacob
Wu Jieh Yee Charitable
Foundation Ltd.
Wu Lixiang
Wu Man Tsuen Alfred
Wu Po Kong Patrick
Wu Po Kong Patrick
Yang Man Hoi
Yang Wai Wing
Yang Xiao Juan
Yao Mary
Yau Heng Chung
Frederick
Yau Suk Oi Connie
Yee Yuk Hing Irene
Yeh Ho Leung
Yeung Pui Hei
Yeung Tat Man
Yiu Hi Cheong Wallace
Yow Stephen Mok Shing
Yu Ka Kui Gabriel
Yu Ka Kui Gabriel &
Ling Lai Sheung
Priscilla
Yu Kar Fook
Yu Lok Shing
Yu Mun Kee Roy
Yung Kai Tai
Yung Kong Sing
Yung Sai Ling Rosaline
Yung Wing Chung
Zhuang Li Yuan
Zhuang Li Yuan
煥容
一群華小五年級家長
何德文
劉臻僑
卓天陽
孫蓓蕾
崔守禮
李卓楠
李忠誠
楊繼文
王春文
繆詠宇
蘇婉儀
賴得銘
鄭柏燊
陳霆傑
黃仲謙
龔朗然
Page 25