2. Vision of Jesuit Education in the Chinese Provinceweb.wahyan.edu.hk/attachments/article/366/School... · 3. School Mission In accordance with our Catholic belief in God’s love

School Annual Report 2018-2019 2

1. 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, Sir 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 and 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.

2. 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.”

3. School Mission In accordance with our Catholic belief in God’s love and Chinese culture, we aim: 1. to be empathic role models for our students to grow into responsible and compassionate community members, 2. to inspire students to strive for excellence, and 3. 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.

4. The Five Categories of the Profile of the Jesuit Student at Graduation for the Chinese Province 1. Intellectually Competent 2. Loving as a Personal Orientation 3. Open to Life-long Growth 4. Religious and Moral 5. Committed to Acting on Justice

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5. School Management The top administrative unit in Wah Yan College is the Incorporated Management Committee. It consists of eight members representing the Society of Jesus (five of whom are Jesuits and one is an alternate manager), the Principal, a Teacher Manager and an alternate Teacher Manager, a Parent Manager and an alternate Parent Manager, an Alumni Manager and an Independent Manager. The members of the IMC 2018-2019:

Sponsoring Body Managers (7) Alternate Manager (1)

Rev. Stephen Chow, S.J. (Supervisor) Rev. Thomas Leung, S.J. Rev. William Lo, S.J. Rev. Stephen Tong, S.J. Rev. Clement Tsui, S.J. Mr. WarrenChung Mr. Joseph Lai Mr. Norman So

Principal (Ex-offico Manager) (1) Dr. So Ying Lun Teacher Manager (1) Alternate Teacher Manager (1)

Mr. Willy Lee Miss Kathreen Cheung

Parent Manager (1) Alternate Parent Manager (1)

Mr. Edmond Yung Mrs. Sarah Chan

Alumni Manager (1) Dr. Ashley Cheng Independent Manager (1) Mr. Sam Yu

The Incorporated Management Committee met 4 times in 2018-19. In addition, a retreat with IMC members of Wah Yan College, Kowloon was held in June 2019. The chart below shows the administrative structure of the school in 2018-2019.


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6. Campus and Facilities Our College is located at the top of Mount Parish in Wanchai. The campus covers an area of over 220,000 sq. ft., in the middle of a lavish green environment with plenty of wildlife around. It is made up of a 3-storey spacious classroom wing and a laboratory wing built in 1955, together with more space and facilities gradually added over the years in the Gordon Wu Hall (1987), the Francis H. B. Wong Teaching Building (2004) and the Wu Jieh Yee Building (2014). We are also proud to have a beautifully-designed chapel and a lot of greenery at the center of the campus, providing a unique and cosy learning environment for our students. School facilities include three playgrounds, a gymnasium, a library, two computer rooms, a STEAM laboratory, a computer-assisted learning room, four science laboratories, a multimedia learning centre, Star Studio Production Centre, a music floor, a visual arts centre, an Integrated Humanities Centre, a prayer room, seven interactive learning rooms, a student activity centre, a geography room, a gymnasium and a canteen. The new school hall can seat about 900 persons 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. With a view to enhancing our classroom facilities, four LED interactive boards were installed in F1 classrooms in August 2019.


7. Teaching Staff Our teaching staff consisted of 62 teachers, 2 laboratory technicians, 7 teacher assistants, 1 music coordinator, 1 pastoral assistant, 1 IT technician and 1 SEN project coordinator. We believe teachers are key to nurturing promising students. The information below shows the profile of our teaching team. Teachers’ experience

Highest Qualification

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8. Students Students are what Wah Yan College exists for. There were a total of 814 students at the start of the academic year 2018-19. The breakdown of classes and number of students in each form is as follows: Class Arrangement

Level F.1 F.2 F.3 F.4 F.5 F.6 Total 2018-2019 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)

Level F.1 F.2 F.3 F.4 F.5 F.6 Total 2018-2019 142 140 135 135 120 119 791

In 2018-2019, there were altogether 194 active learning days arranged for students. As the F.6 students had to take their public examinations during the second term, they had 114 learning days respectively. While ours is a Roman Catholic school, we respect the freedom of worship of our students. Overseen by the Chaplain, the Pastoral Committee is in charge of Catholic activities in the school. 28.4% of Wah Yan students were Catholic. Statistics of Students Students’ Religion


Relationship with Wah Yan College, Hong Kong (i) Is the student’s father old boy of Wah Yan College, Hong Kong?

(ii) Is the student’s brother(s) old boys(s) of Wah Yan College, Hong Kong?

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9. Students’ learning The aim of Wah Yan’s curriculum is to form students into competent, compassionate, conscientious and committed gentlemen who can contribute capably to society in the modern world and find meaning in their lives. 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 Values Education, is included in the basic curriculum of the College. Daily Mass and monthly Benediction are offered to students who are interested in attending. In 2018-2019, the school adopted the following curriculum: Forms 1-3 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. There is no streaming in Forms 1, 2 and 3. We are adopting a mixed ability mode in learning and teaching. Students with different academic abilities are allotted evenly to different classes. All students in Forms 1 and 2 study English, Chinese, Mathematics, Chinese History, History, Geography, Computer Literacy, Integrated Science, Music, Physical Education, Putonghua, Visual Arts, Life & Society, Life Education/Religious Formation and Ignatian Values Education. All students in Form 3 study English, Chinese, Mathematics, Chinese History, History, Geography, Computer Literacy, Physics, Chemistry, Biology, Music, Physical Education, Putonghua, Visual Arts, Life & Society, Life Education/Religious Formation and Ignatian Values Education. Forms 4-6 The New Senior Secondary curriculum has been implemented since 2009. All senior form students study English, Chinese, Mathematics, Ignatian Values Education, Liberal Studies, Physical Education, and Aesthetic Education. All Form 4 students studied 3 elective subjects. Elective subjects offered in 2017-2018 included: Business, Accounting and Financial Studies, Biology, Chemistry, Chinese History, Ethics & Religious Studies, Geography, History, 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.


10. Academic Performance 2018-2019

2019 HKDSE Examination Performance -Best 5 subjects

The school has achieved good HKDSE results which are significantly better than the territory-wide average in Hong Kong. The same applies to our JUPAS offers. Two of our graduates achieved 5** in six subjects and 5* in the remaining subject and were featured as among the top 24 students admitted to HKU and CUHK. Among local university offers, HKU continues to make up the highest percentage (29.2%), followed by CUHK (21.5%). There is a healthy distribution of types of degrees offered to our students, including medicine, architecture, Chinese medicine, dentistry, law, finance, accounting, business, engineering but also music, journalism, nursing, religious studies, social sciences, early childhood / special education, language, etc. Based on our graduate survey, 23.7% of our students chose to study overseas, and among these students, 89% were enrolled in degree programmes.

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11. Students’ Achievements 2018-2019 (I) Chinese

Event Award Awardees 文協盃國語演講比賽 2018 國語演講比賽 (初中組)

二等獎 3H LI Yin Kwan(李彥君)

第 70 屆校際朗誦節中學三、四年級

粤語散文集誦冠軍香港華仁書院

中學三、四年級

粵語詩文集誦冠軍-譚錫麟盃香港華仁書院

中一、中二級普

通話詩詞獨誦亞軍 2W HUI Hui (許昫)

2K HUNG Long Tin (熊朗天) 1K KWOK Chin Hou (郭展浩)

季軍 1H PUN Chun Hei (潘俊熙) 中一、中二級普

通話散文獨誦季軍 1K KWOK Chin Hou (郭展浩)

中三、中四級普

通話詩詞獨誦亞軍 4C LEUNG Wan Chung

(梁雲翀)

季軍 3Y NG Yuet Anson (吳越) 創作獎勵計劃 2017/18 第三期中學組圖

文創作季軍 4Y TSANG Lok Ching (曾樂程)

第十九屆全港學界普通話傳藝比賽初中詩歌組亞軍 2K HUNG Long Tin (熊朗天) 香港學校戲劇節

傑出導演獎 5H LEUNG Yin Lok (梁彥諾) 傑出演員獎 5Y CHAN Wan (陳允)

2K POON Sze Pui (潘斯培) 傑出舞台效果獎 Wah Yan College, Hong Kong 傑出合作獎 Wah Yan College, Hong Kong

傑出整體演出獎 Wah Yan College, Hong Kong 聯校中文辯論比賽決賽冠軍香港華仁書院第 8 屆奇趣盃中文辯論比賽總決賽冠軍香港華仁書院

(II) English

Event Award Awardees The 33rd Sing Tao Inter-School Debating Competition Best Debater in the 1st

Preliminary (English Section)

3W FONG Chun Hei (方駿熙)


The 70th Hong Kong Schools Speech Festival English Solo Verse Speaking

Champion 2W HUI Hui (許昫)

English Solo Verse Speaking

2nd Place 1K POON Chun Kit (潘晉傑) 2H WAN Tse Ming (尹孜鳴) 4W TING Pok Man Alex (丁博文) 4C LEUNG Wan Chung (梁雲翀)

English Solo Verse Speaking

3rd Place 1W MA Velten (馬浚然) 1W TAM Wistan Yeung Hin (譚揚軒) 1Y WONG Yu Hei Issac (黃宇熙) 2Y TSANG Gabriel (曾崇謙) 4W MA Chun Man (馬雋旻) 4Y WONG Joshua Jiang Sheng (汪江晟) 4H YAM Maximilian Chun Yip (任俊燁)

The HKFYG English Public Speaking Contest 2019 Certificate of Appreciation 4H YUEN Jenkin (袁晉喬)

2H SZE Ray Regis (施維) 2K LEE Argus Jay (李津頤)

2018-19 Evershed Debating Cup Final Best Debater 4H YUEN Jenkin (袁晉喬) Final Best Debater 4H YUEN Jenkin (袁晉喬) Certificate of Participation 4C Sun Zeyuan (孫澤元)

4C YUE Chung Hin (余仲軒) 4H YUEN Jenkin (袁晉喬) 3W HO Sing Eros (何昇) 3H CHAN Tsun Hei Isaac (陳儁僖) 1K CHAN Oliver Chi Shun (陳子信)

34th Sing Tao Inter-School Debating Competition Most Outstanding Debater

Award 4H YUEN Jenkin (袁晉喬)

English Drama Fest 2019 Best Overall Performance

& Best Director

5W LAM Tsz Kit, Owen (林梓杰) 5Y LAM Chak Fung, Jonathan (林澤鋒) 5C LIU Ka Hei, Justin (劉家禧)

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5C WU Man Chun, William (胡文駿) 5K LAI Kong Yin, Andy (賴罡賢) 4W CHEUNG Kit Sang, Wesley (張潔生) 4W KONG Sheung Chak, Jeremy (江尚澤) 4W SO Hin Ka Edward (蘇衍嘉) 4C SUN Zeyuan, David (孫澤元) 3W KONG Wai Tak, Hugo (江惠德) 3W LIN Rui (林銳) 3W ONG Hanson (王浩森) 3W WONG Chi Fung, David (黃子峰) 3H LAI Kyle Jonah (黎佑康) 3K NG Yau Shun, Quinton (吳祐醇) 2W HUI Hui (許昫) 2H TAM Jonathan (譚皓庭) 2K YAN Carl Yeuk Hei (甄若晞) 1Y SUEN Wai Chak, Edwin (孫椲澤) 1Y SUN Nathan (孫力舜) 1K FAN Yuk Ki, Addison (范昱祺)

(III) Other Academic/ Subject-related Achievements

Event Award Awardees Secondary School Mathematics and Science Competition 2018 Distinction in

Mathematics, High Distinction in

Physics, Medal in Chemistry, High Distinction in

Biology

6Y CHAN Kai Chun Augustine (陳啓進)

High Distinction in Mathematics,

Distinction in Chemistry

6W NG Kwun Wang (吳冠泓)

High Distinction in Mathematics,

Participation in Physics, Credit in Chemistry

6H KO Wang Chun Vincent (高弘雋)

High Distinction in 6K LI Siu Ming (李兆明)


Chemistry High Distinction in

Chemistry 6W CHOI Hin Miu (蔡衍苗)

Distinction in Mathematics,

Physics in Credit, Distinction in Chemistry,

Distinction in Biology

6K CHAN Chun Lok Patrick (陳俊樂)

Distinction in Mathematics

6Y CHIU Tsz Lok (趙梓諾)

Distinction in Mathematics

6C LEUNG Chi Yeung Zachary (梁智揚)

Credit in Mathematics 6C FOK Yat Nam (霍日楠) 全港機械人海洋保育運動挑戰賽銀獎 2Y CHU Hiu Fung (褚曉峯)

2W KWOK Long Him (郭朗謙) 2H LEE Yu Hin (李宇軒) 2Y LEUNG Yiu Sing (梁耀升) 3K CHIANG Chalfon (蔣翹峰) 3K HUI Kan Lap (許勤立) 4K LEUNG Chi Kwan (梁智鈞) 4C LEUNG Mica Nova (梁明治)

第 8 屆國際編程機械人競技賽 - 香港區賽

數學建模小論文

評選比賽中二年

級組

銀獎 4K Lam Ho Wan (藍皓云) 4C Leung Wan Chung (梁雲翀)

The 17th Pui Ching Invitational Mathematics Competition 2018

Bronze Award 5C TSUI Koon Wai (徐冠維)

International Junior Science Olympiad Screening 2019

2nd Honour

3H WONG Hoi Ki (王凱祺)

3rd Honour

3W HO Loksen (何樂生)

HKICPA/HKABE Joint Scholarships for BAFS 2018

6C LEE Tak Hin (李德軒)

The Chemists Online Self-study Award Scheme 2017-18

Gold Award 5W CHAN Chak Kwan (陳澤君)

Bronze Award 6W LEE Ka Chun Kelvin (李嘉晉) 6H SHIU Wai Tai Victor (邵維泰)

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JA Company Programme (JA 學生營商體驗計劃)

Social Innovation Award

2nd Runner-up JA Company: GROUNDE 5C LAU Ho Ting (劉皓庭) 5C LUI Ting Kwan (梅庭堃) 5Y LEUNG Tat Ka (梁達嘉) 5C TSUI Koon Wai (徐冠維) 5H WONG Ching Yin (黃鉦賢) 5C HUNG Ling Yam (洪凌崟) 5W TSANG Tin Hoo (曾天顥) 5Y TAM Chi Heng (譚志鏗) 5C CHU Chak Wah Chris (朱澤華) 5C LO Ho Yeung (羅顥穰) 5C WU Man Chun (胡文駿) 5C WU Yuri Charlton Chung-yin (胡仲賢) 5H CHIN Hin Lam (錢衍霖) 5H HUI Tsun Wai (許峻瑋) 5H LAM Wai To Gabriel (林瑋濤) 5H WONG Yat Chun Frankie (王逸竣) 5K YEUNG Chung Chak (楊宗澤) 5W LUK Hon Man (陸翰文)

Physics Enhancement Programme for Gifted Students (Phase 1 and 2)

Certificate of Merit

5C LONG Luo (龍洛)

香港校際研究節 STEM 教育通識盃

亞軍 5W CHENG Ho Chun (鄭豪俊) 5Y HUNG Chun (洪臻) 5H LEUNG Wang Hin Adrian (梁宏憲) 5K FUNG Leong Fan (馮亮勳)

「國情。香港。未來」中學生及大專生短片比賽

中學組亞軍 5H CHAN Hei Yat (陳喜溢) 5H LAI Sheung Lun (黎尚倫) 5H LEUNG Yin Lok (梁彥諾)

HKICPA Accounting and Business Management Case Competition 2018-19

2nd Runner up 5Y HUNG Chun (洪臻)


5C KWAN Kwok Chung (關國聰) 5H LEUNG Yin Lok (梁彥諾) 5K GO Ka Hang (吳嘉恆)

Secondary School Mathematics and Science Competition (SSMSC) 2019

Medal Recipient 5C LONG Luo (龍洛)

Mathematics Book Report Competition – Education Bureau

Senior Secondary Category

Second Class Prize 4C LEE Kai Tin (李啟天)

Hong Kong Physics Olympiad 2019

Third Honour 4C YEUNG Yat Cheung (楊逸翔)

Honourable Mention

4C CHAN Long Tin (陳朗天)

(IV) Music

Event Award Awardees 2018 Hong Kong Youth Music Interflows String Orchestra (Class B)

Silver Award Wah Yan College, Hong Kong

Symphony Orchestra (Class B)

Silver Award Wah Yan College, Hong Kong

Joint School Music Competition 2019 中學合奏(弦樂) Gold Award 1H PO Yat Yin (布日言)

2W LEE Yui Chit Eugene (李睿喆) 2W PANG Cheuk Yin Justin (彭卓然) 2W YEUNG Siu Fai (楊兆輝) 2Y TSANG Gabriel (曾崇謙) 2Y WONG Ka Lok (黃家樂) 3W YIP Vinci (葉弘智) 3Y CHU Cheuk Yiu (朱焯堯) 4K LAU MING Tat Keith (劉銘達)

71st Hong Kong Schools Music Festival French Horn Solo (Secondary School - Junior)

First Place 2Y LEUNG Yiu Sing (梁耀升)

Vocal Solo (Foreign Language - Male Voice, Secondary School - Age 16 or under)

First Place 4Y WONG Joshua Jiang Sheng (汪江晟)

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First in Violin Duet

First Place 5Y POU Yat Chun (鮑逸駿)

高胡獨奏 (深造

組) First Place 4W YUNG Tsz Chun (容子俊)

笛獨奏 (中學高級

組) First Place 3Y SUNG Hung Shing (宋鴻盛)

Graded Piano Solo (Grade Eight)

Second Place 4Y HAU Brian (侯本一)

Double Bass Solo (Senior)

Second Place 4K CHOY Brain Jonathan (蔡俊

樂) Hong Kong String Scholarship for Stringed Instruments (Final)

Third Place 5Y POU Yat Chun (鮑逸駿)

Piano Solo (Composer of the Year)

Third Place 1W PAN Ting Yui (潘庭睿)

Cello Sonata Third Place 4K LAU Ming Tat Keith (劉銘達)

Cello Sonata Third Place 4K WONG Shing Long Daniel (黃承朗)

Flute Solo (Secondary School - Junior)

Third Place 1W WONG Kong Huang Max (黃江宏)

Graded Piano Solo (Grade Six)

Third Place 1H TAM Long Fung Nevin (譚朗鋒)

高胡獨奏 (深造組)

季軍 4Y LEUNG Pok Chung (梁博琮)

中學隊 (中學 - 中級組)

季軍 Wah Yan College, Hong Kong 香港華仁書院

第二屆南洋國際音樂比賽華樂組銀獎 Wah Yan College, Hong Kong

香港華仁書院 (IV) Sports

Event Award Awardees Inter-school Football Competition (Division 1) Boys A Grade 2nd Place

Wah Yan College, Hong Kong

Inter-school Volleyball Competition (Division 2) Boys A Grade Champion 5Y Chan Yiu Nam (陳耀楠)

6C Ho Sin Him (何善謙) 6C Lau Ho Hei (劉浩熙)


5C Lee Pak Shu (李柏樞) 5C Anson Wong (王友諒) 5K Yeung Chung Chak (楊宗澤) 5K Chan Ting Ho (陳亭皓) 5Y Lam Chun Ngai Adam (林駿毅) 6H Tsang Kwan Lok (曾昆洛) 5W Shum Tsun Yin (岑雋彥) 3K Fong Chun Hei (方俊熹)

Inter-School Fencing 2018-19 (HK Island Area) Boy C Grade Champion

(Individual – Foil) 2K Wong Hay Tao Bosco (黃熙陶)

Inter-School Badminton Competition (Division 1) Boys B Grade 3rd Place 3W Kwok Ting Hei (郭庭熙)

3Y Siu Long Yin (蕭朗然) 3H Ng Wing Fung (吳穎鋒) 3H Liu Pak Hin (廖柏軒) 2H Ren Yanbang (任晏邦) 3Y Hui Ho Yeung (許皓暘)

Boys C Grade 4th Place 2Y KWOK Lap Ming Adrian (郭立名) 2K YEUNG Ho Wang (楊浩弘) 1W CHEUNG Hin Yuen Ethan (張騫元) 1W KWOK Ching Ting (郭政廷) 1H CHONG Wing Yat Carlos (莊穎壹) 1K LEE Kwan Nok (李鈞諾)

Inter-School Squash Team Competition 2018-2019 Boys Team 4th Place 5W WONG Tsz Wai (黃梓維)

5C WONG Anson (王友諒) 5C YIK Ka Hung Issac (易嘉鴻) 5H HO Chun Yu (何峻瑜) 5K LAI Kong Yin (賴罡賢) 5K ON Ka Fung (安嘉峰) 4Y LAU James Kar-fung (劉家豐) 4H TSE Yat Long (謝日朗) 1K NG Ka Ming (吳家鳴)

Inter-School Basketball Competition (Division 1)

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Boys Overall 4th Place Wah Yan College, Hong Kong Boys A Grade 4th Place 6C MO Ching Yeung (毛清洋)

6C SHEK Ho Fung (石灝峰) 6C TSE Ho Leung (謝浩樑) 6H LEUNG Nga Shu Joshua (梁雅書) 5Y TAM Chi Heng (譚志鏗) 5C YIP Chun Nam (葉震楠) 5H HO Chun Yu (何峻瑜) 5K FUNG Ka Lai (馮嘉禮)

Boys B Grade Champion 4Y LEUNG Nga Pok Justin (梁雅博) 4C HUI Man Hei Ernest (許文熙) 4C LEE Yee Wang (李易宏) 4H CHAN Yuk Tung Eric (陳旭東) 4H CHOI Ching Yin (蔡政延) 4H LO Tin Yeung (盧天陽) 4K LAU Ming Tat, Keith (劉銘達) 4K LO Chun Ming (羅俊銘) 3W TSNAG Yiu Kwan (曾耀坤) 3Y CHEUNG Long Yin (張朗言) 3K CHAN Xavier Chak Fai (陳澤暉) 2H PANG Sik Yuen (彭錫源)

學界分區野外定向錦標賽香港區男子組全場總冠軍 5Y WONG Chin Hoi (黃千愷)

5C TSUI Koon Wai (徐冠維) 香港區精英組全場總冠軍 4H POON Lap Hang (潘立行)

2K CHAN Cheung Man (陳昶民)

BOCHK Tenpin Bowling Cup Team Competition 3rd Place 6W NG Yu Tsung (吳雨璁)

6W SIN Hoi Lok (冼海諾) 5H LAU Wun Ching (劉桓政)

High Game Scorer (267 points in a game)

6W LEUNG Yin To (梁彥韜)


第七屆校際定向錦標賽系列暨公開賽 2019 最佳表現學校 Wah Yan College, Hong Kong 團隊定向賽初中男子組

第一名 1W CHO Sze Chit (曹思捷) 1K FOO Wang Ching Jan (符泓晴) 1K LEE Yin Lung Max (李彥龍)

團隊定向賽初中男子組

第三名 2Y PANG Tsz Yin (彭梓賢) 2H LIU Ryan Bu Yu (廖不踰) 1H MAK Ka Hin (麥嘉軒)

BOCHK Bauhinia Bowl Award Prize Presentation 2018-2019 BOCHK Rising Star

Athlete Award - Boys Volleyball

2H TAM Pok Chi (譚博之)

(V) Arts

Event Award Awardees "華夏兒藝"全國少年兒童美術書法攝影大賽美術特等獎 4C LEUNG Wan Chung

(梁雲翀) The 23rd Hong Kong Schools Chinese & English Penmanship Competition

English Penmanship - Secondary School Senior Sector

Outstanding Award 5Y HUNG Chun (洪臻)

(VI) Community Services

Event Award Awardees 香港賽馬會社區資助計劃 - 青年義工網絡 2017-2018 "有心學校"

連續參與十年獎 Wah Yan College, Hong Kong

The Kiwanis Community Service-Award Serving the Children of the World The Kiwanis Community

Service-Award 2019 5C CHOW Tse Long (巢子朗) 3Y LAW Wai Kwok Adrian (羅瑋國)

(VII) Uniform Groups

Event Award Awardees 2017-2018 年度紅十字青少年頒奬禮

團隊服務證書 50 年香港華仁書院

2017-2018 年度青年榮譽章

6Y CHAN Pak Hei Anson (陳柏憙) 6K AU-YEUNG Ho Chun (歐陽浩雋)

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5W YIU Hei Chun Linus (姚禧駿) 5C CHUI Kai Shun (徐啟汛)

青年導師服務獎章 (金章) 6K AU-YEUNG Ho Chun (歐陽浩雋)

2017-2018 年度傑出紅十

字會青年會 - 十大 6K AU-YEUNG Ho Chun (歐陽浩雋)

2017-2018 Hong Kong Red Cross Youth Best Unit Award Hong Kong Island Division

2nd Runner Up Wah Yan College, Hong Kong

Departmental 2nd Runner Up Wah Yan College, Hong Kong

2018-2019 Hong Kong Red Cross Youth First Aid Competition Wan Chai District 2nd Runner Up 5W YIU Hei Chun Linus

(姚禧駿) 5H LEE Pak Shu (李柏樞) 4W TSANG Hing Yat Acca (曾慶壹) 3Y LAW Wai Kwok Adrian (羅瑋國)

2019 年度港島總部青年步操比賽優秀組亞軍青年團第三十四團

最佳旗隊 4Y LI Chun Ho (李俊澔) 3Y LAW Wai Kwok Adrian (羅瑋國) 3H LEUNG Long Hei Cyrus (梁朗曦)

最佳副司令員 5W YIU Hei Chun Linus (姚禧駿)

2019 年度港島總部青年護理比賽

冠軍青年團第三十四團

最佳隊長 5W YIU Hei Chun Linus (姚禧駿)

2019 年度青年護理比賽總決賽

冠軍 5W YIU Hei Chun Linus (姚禧駿) 4W TSANG Hing Yat Acca (曾慶壹) 4C SZE Chun Kit (施俊傑)


3H WONG Pak Ho Marcus (黃柏皓)

2019 年度灣仔區青年護理比賽

冠軍 5W YIU Hei Chun Linus (姚禧駿) 4W TSANG Hing Yat Acca (曾慶壹) 4C SZE Chun Kit (施俊傑) 3H WONG Pak Ho Marcus (黃柏皓)

亞軍 4Y LI Chun Ngai (李俊毅) 3Y LAW Wai Kwok Adrian (羅瑋國) 3K KWOK Ka To (郭嘉濤) 2K LEE Sai Hi (李世喜)

(VIII) External recognition of outstanding students

Event Award Awardees 2018 年香港島傑出學生選舉 2018 年香港島十大傑出

學生 (初中組) 3Y LAM Tse Long Issac (林子朗)

2018 年分區傑出學生 (高中組) - 灣仔

6Y WONG Timothy Bryan Co (黃英豪)

Applied Learning Scholarship (2017/18 School Year) 6H WONG Chun Kuen (王振權) 2018 灣仔區傑出青年選舉學生組灣仔區傑出青年 6Y WONG Timothy Bryan Co

(黃英豪) HKICPA/HKABE Joint Scholarships for BAFS (2018-19) Scholarship Recipient 5Y HUNG Chun (洪臻)

(IX) Graduates

Event Award Awardees The Hong Kong University of Science and Technology Dean's List (2017-

18 Fall recipients) AU Man Yi Sigmund, Year 1 in BSc (QFIN) CHAN Henry Fai Hang, Year 4 in BBA(IS)

Dean's List (2017-18 Spring recipients)

AU Man Yi Sigmund, Year 1 in BSc (QFIN) YAU Ho Yin Horace, Year 4 in BBA (GBUS&FINA)

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International Enrichment Grant 2017-18

LO Hon Lam, Year 2 in BBA (ECON& FINA)

University Scholarship

TAM Ka Kiu, Year 1 in BBA (GBUS) YAU Ho Yin, Year 4 in BBA (GBUS&FINA)

HKSAR Government Scholarship

YAU Ho Yin, Year 4 in BBA (GBUS&FINA)

Singapore Management University Asia Private Equity Club (APECS) Leveraged Buyout Case Competition 2018 LAI Kai Ching Justin, Year 3 in

BBA (ACCT), HKUST The Hong Kong Baptist University - College of International Education SPSS Talent

Development Scholarship

SHUM Matthew (沈君澤), Year 1 student in Associate of Science (Sport and Recreation Studies)

Dean's List SHUM Matthew (沈君澤), Year 1 student in Associate of Science (Sport and Recreation Studies)

Wu Yee Sun College, The Chinese University of Hong Kong Innovation and

Creativity Award LEUNG Lok Tin Oscar (梁洛天)

The Hang Seng University of Hong Kong Academic

Accomplishment Scholarship

CHEUNG Sau Kuen (張守權), Year 2 in BBA (Honours)

Academic Excellence Scholarship; SPSS - Outstanding Performance Scholarship 2018/19]

NG Yu Hin (吳宇軒), Year 2 in BBA (Honours) in Financial Analysis LEUNG Long Hin (梁朗軒), Graduate of BBA (Honours) in Financial Analysis


12. Administrative Highlights 2018-2019 Management and Organization The school had a comprehensive inspection by the EDB in late 2017/18 and the report was received right before the summer of 2018. It recognizes efforts and/or achievements of the school in areas such as having a clear mechanism for facilitating School Self Evaluation at the school level, promotion of professional sharing culture, clearly delivered lessons with clear objectives and rapport with students, students’ learning attitudes, confidence, language and communication skills, development of students’ leadership skills and peer mutual support, the variety of life wide learning experiences as well as their good academic performance. The school also welcome the various recommendations to the school for further improvements. We took them seriously in line with the Jesuit spirit of “Magis” – always striving to do more for our students – and the culture of reflection and learning. After studying the recommendations carefully, including through a retreat of middle managers from the School Betterment Committee and the Administrative Committee, the school devised a detailed plan for follow-up at different levels and by different teams of the school. Such efforts are reflected in various sections in this annual school report. As part of our overall effort to build capacity for sustainable development of our school as we celebrate our centenary, we conducted a thorough revamp of the appraisal system this year. Basing our initiative on Jesuit vision and values and our current system, making reference to good practices elsewhere, and with extensive consultation of our teaching staff, we devised a system for trial run in 2018/19 and 2019/20. The new system is designed to align ourselves with Jesuit values of humility, reflection and the spirit of Magis; foster a learning culture for a learning community; identify areas for professional and personal development; recognize good performances; fulfill responsibilities for accountability; and enable our teachers to be role models of lifelong learners for our students. Another development is that our principal Dr YL So had reached retirement age and was due to step down by August 2019. After two rounds of recruitment, we are happy to have Dr Davis Chan, an educator with rich educational and leadership experience, to succeed Dr So in 2019/20. We look forward to the fresh perspectives that Dr Chan will bring to the school on the basis of our fine tradition and practices in the last 100 years and take the school to the next level of excellence. To ensure a smooth transition, Dr So will stay on for two years as Assistant Supervisor. Learning and Teaching Based on the experience of the school in promoting Self-directed Learning (SDL) and research efforts of our School Self Evaluation Working Group, a school-based SDL Model was developed. It takes into account not just learning methods but also elements like mindset, attitude, self-management skills as well as Jesuit practices and methods. The model is expected to enhance learning and teaching on two levels: a) teaching approach by teachers at the subject/KLA level and b) learning approach by students as learners with mastery of appropriate attitudes, habits, knowledge and skills for learning. With the latter, it is hoped that students acquire not just subject knowledge at Wah Yan but also the capacity for lifelong learning after graduation. Regarding a), teachers have adopted methods including facilitating students’ reflection on learning experience, goal setting, action plan formulation; reflective essays on selected topics; notes preparation based on videos; graded self-test questions; cross-curricular projects and independent research assignment; pre-test and post-test of subject knowledge; reading for non-language subjects (e.g. Maths), etc. As for b), a Learning to Learning programme was introduced in the 2019 revamped Bridging Programme for our new F.1 students. The programme will extend into the school year of 2019/20. Related to promotion of

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SDL is e-learning. This year, a Learning Management System (LMS) was introduced to teachers. More teachers are using the google classroom learning platform and different Apps in their teaching. As for STEAM education (STEM plus Art), our junior form CIT curriculum has been revised to emphasize “computational thinking”, “problem solving skills” and “design thinking concepts”. The Computer Room was renovated to support further development in this direction. Student Support and Development In order that our F.1 freshmen adapt well to life and learning at the secondary level, we have introduced a new Bridging programme in the summer of 2019 with innovative elements such as the Wah Yan Life Game, Habit Change workshop, etc. To support our students in making better career and further study choices, our Guidance Team organized programs and activities for junior forms to enhance self-understanding in terms of interests, strengths and aspirations. For senior forms, the focus was on career exploration, planning, and management. Our Past Students Association also organized a mentorship program, a careers day, and a CV and interview workshop for our students. Regarding support for SEN students, besides our three psychologists (one provided by EDB and two by private funding), our School Social Worker, and our Counselling teachers, we have also appointed an SEN Coordinator and employed an additional Teacher Assistant. We continued to provide a large variety of OLE for our students and they have done very well overall. For example, as an indication of comprehensive strength in sports (taking into account achievements from 17 sports categories including athletics, cross-country, basketball, badminton, volleyball, etc.) we are able to achieve 4th place among all Boys Schools in Hong Kong Island and Kowloon in the BOCHK Bauhinia Bowl Award five years in a row. Besides sports, our gentlemen have also had a fruitful year in music, Chinese and English debate, Chinese and English drama, verse speaking, visual arts, Chinese calligraphy, English penmanship, Red Cross programmes, Scout activities, volunteer service programmes, chess competitions, Maths and Science competitions, etc. For a list of the achievements, please refer to Section 11 of this Report. The ultimate aim behind students’ participation in ECA is learning. This year, our ECA Committee has further enhanced the requirement for reflection in the Activity Report of student organizers. The Committee has also collected more data about students’ participation in ECA to identify potential areas for follow-up, such over or under involvement of some students in such activities. Conclusion Overall, 2018/19 is a busy yet vibrant year. We saw more experimentation with new ideas, collegial sharing and collaboration and greater commitment towards the long term development of the school among our staff. Some of our efforts have borne fruit while others require more time for observation. No matter what the overall achievement is this year, we believe that this atmosphere sets the scene for the school to make even greater contributions to Hong Kong in our next 100 years.


13. Achievements and Reflections on Major Concerns in 2018-2019

Introduction The School Development Plan 2017-20 was a continuation of the theme of “Building Capacities for Sustainable Development”, while new insights were incorporated and new measures put in place to address weaknesses observed by the staff and issues identified in the stakeholders' surveys and APASO-II. The two major concerns are:

Major Concern 1: Enhancing self-directed learning

Major Concern 2: Fostering a caring and respectful community They aim at fostering our students' two essential attributes: to be committed, competent learners and compassionate, conscientious leaders in the modern era. This echoes the Jesuit 4Cs of Human Excellence, as well as the Jesuit Education Commission’s Province Priorities – Youth and Family, Ignatian Spirituality, Social Justice, Evangelization and Collaboration.

Major Concern 1: Enhancing self-directed learning Intended Outcomes 1.1 To raise the awareness of new students and their parents about self-directed learning (SDL)

Strategies/Tasks Achievements/

Tasks Accomplished Evaluation & Reflection

1.1.1 To introduce Major Concerns to new students and parents in F.1 orientation

The Major Concerns were introduced to new students and parents during the F.1 Orientation Day on 1 September 2019.

Parents were made well aware of our MCs and how they are related to our school vision.

1.1.2 To brief students about how they can become a self-directed learner during school assemblies

The school model of self-directed learning was introduced to students in one of the school assemblies.

The majority of students are now aware of the MCs, in particular the one related to SDL. Highlights on the “what” and “how” of SDL may now be promoted at assemblies, facilitating teachers and facilitators for further work in subjects and/or formation workshops.

1.1.3 To give a talk about the role of parents to facilitate our students to be Self-directed Learners in F.1 and F.2 Parents’ Meeting

The school model of self-directed learning was introduced to F1 and 2 parents in mid-October.

In the coming academic year, giving more specific advice on how parents could help students become self-directed learners would be useful. As some parents may not fully grasp the essence of SDL, use of terms that they are more familiar with, such as “Learning to Learn”, in the process of explanation may help. The distinction between such related terms need also be pointed out at appropriate points in process.


Major Concern 1: Enhancing self-directed learning Intended Outcomes 1.2 To enhance students’ attributes conducive to becoming self-directed learners



1.2.1 To formulate a school-based programme to develop self-directed learners

Based on the school model of self-directed learning, a year-round F1 Learning to Learn bridging programme was drafted and the trial run was partly carried out in July. The first part of the programme aimed at formation of “learning to learn” mindset and realization of the importance of self-management among F1 students.

Overall, F1 students were more familiar with the school campus and school life. They got to know each other better. They found the orientation part of the bridging programme very enjoyable and they were more aware of the importance of time-management through the Wah Yan Life game. After they have completed their summer task on habit change, further evaluation will be conducted in September, 2019. Workshops on growth mindset and some other self-directed learning skills like goal setting, study skills and executive skills will be conducted in the coming academic year.

1.2.2 To organize programs to enhance self-directed learners

1. F.1 Seminar on Target-setting and monitoring 2. F.4 Magis in learning (Time Management in the context of senior secondary education)

A seminar on time-management was given by the school educational psychologist to F.1 and F.3 students in April, 2019. F4 students were asked to set SMART study targets and plan after the release of first term results in January and before the uniform test in March, 2019 and completed a study log to monitor the progress of their plan. Form teachers were involved in

47% of students found the activities can enhance their self-directed learning skills. Improvements in results were shown in the uniform tests of those subjects that students were focused on. Somehow, the fruit of this task was not observed in the final examination. It was evident that teacher accompaniment and supervision were significant factors in determining if the students really did carry out their study plan and make improvement.

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Strategies/Tasks Achievements/ Tasks Accomplished

Evaluation & Reflection

3. F5 Magis in Learning (Mock JUPAS & Operation Astrum)

monitoring their study logs. The Mock JUPAS enabled the students to evaluate how far they were from their JUPAS targets. Through alumni sharing in Operation Astrum, they learnt study and time management skills. Besides, they were urged to make good use of the summer vacation to prepare for the coming DSE.

The programme was effective in motivating F5 students to learn and better prepare for DSE. Evaluation on how well they use the summer vacation would be done in September, 2019.

1.2.3 To launch the “Whole person development (WPD) programme” to equip sportsmen with self-directed learning skills

22 junior form sportsmen enrolled in the programme which was composed of 2 visits, camp, a study skill training session and a 7-week study group experience. Elements (target setting, growth mindset and resilience) of the newly drafted F1 Learning to learn programme were tried out in the WPD programme.

Activities in the camp were reviewed. Feedback was generally positive. All participants could set SMART goals but there were still room for improvement in making realistic plans to reach the goals. They were much impressed by the sharing of a senior form student on his study strategies. 83% of participants completing the evaluation form agreed that the programme helped them to start a change in their study.


Major Concern 1: Enhancing self-directed learning Intended Outcomes 1.3 To help students develop a habit for reflection, evaluation and planning



1.3.1 To help students reflect, evaluate and plan their learning and activities 1. Using the new Student Handbook 2. Writing reflection reports

1. The student handbook was revised to provide room for students to reflect, evaluate and plan their studies and activities; to write down their reflection after examen sessions.

2. All students were required to

write reflection reports after midterm and final examinations during a Form Teacher period.

3. Student leaders (mainly club

heads) were required to submit evaluation reports after activities were conducted. Students were asked to reflect on the effectiveness of the activities, as well as suggest ways for improvement.

Student Handbook • According to the student survey

conducted on 15 July 2019, 33.5% senior students agreed/strongly agreed that they had made good use of the new school handbook/journal to reflect, evaluate and plan their learning activities, while 34.2% disagreed/strongly disagreed. The situation was slightly better among junior form students, with 38.5% of them agreed/strongly agreed with the notion and 21.1% disagreed/strongly disagreed. We think more can be done to increase usage.

• One way is to request Form Teachers to guide and encourage students to use the handbook for reflection and planning.

• A design that allows for more flexibility in usage may also help.

• Conducting sessions with Form Teachers on how students can use the student handbook as students’ reflection tool is recommended.

Reflection Reports

• Seriousness and thus effectiveness varies among students.

• For those who took the task seriously,

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the mid-term reflection could inform students of the effectiveness of their current study strategies and shed light on their subsequent planning for their final examination.

• The end-of-term reflection reports also helped some students to reflect on their academic and OLE performance to plan for follow-up actions in their summer vacation. These reports are also useful for teachers to write up students’ testimonials.

• A good practice was that some Form Teachers made reference to the mid-term reflection reports during parent meetings and individual interviews.

• Form Teachers should be reminded that followup actions are required after the evaluation is conducted.

1.3.2 To conduct Examen during the Form Teachers Period (FTP)

Examen was conducted in all Form Teacher Periods. When the FTPs were used for uniform/school activities, the Examen was conducted across classes/forms by student representatives. Otherwise it was done on a class basis by form teachers.

• Feedback from form teachers was generally positive.

• By observation, most students were able to practise Examen well in FTP. They kept calm but conscious of the reflective process.

• Most junior form students demonstrated positive attitude and participation. For senior forms, students’ performance varied from class to class. For those who did not respond well in the reflective process, they still kept quiet in order not to disturb others.

• 48.9% and 52.7% of junior form and senior form students agreed/strongly




agreed respectively that the Examen was helpful for them to reflect on their life experiences.

• Some form teachers reflected that they were still learning when they led the Examen. It was observed that students were more ready in this practice than some teachers.

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Major Concern 1: Enhancing self-directed learning Intended Outcomes 1.4 To improve students’ reading habit Strategies/Tasks Achievements/


1.4.1 To increase the usage of the Library through enhancing its management

A new library assistant was hired A Library Operation Manual was made which includes the roles of teacher librarian and library assistant, the process of stock check was made We had also reviewed the role of student’s librarian team. Some renovation work was made (reception counter and some display cabinets); some chairs and movable tables were also purchased.

The renovation work of school library sponsored by PTA and Club of Graduate 2018 can successfully attract more students to go to the school library. About 45.5 % of students agree that the school library is now more user-friendly. The school should seek for extra financial resources for other library renovation work, such as QEF to update the library facilities and boost the reading atmosphere. Regarding reviewing the role of the student librarian team, more communication between teachers and student librarians were made. Nevertheless, students’ interest in helping with library service still needs to be increased. We only have 25 student librarians. Teachers can take a more active role in recruiting more student librarians. Class librarians may also be invited as student librarians. In the aspect of human resource, we are still looking for a suitable candidate for the post of teacher librarian, who can focus on the daily operation of the school library and help to promote reading in a whole-school approach.


1.4.2 To organize different reading programs: 1. Active reader scheme 2. A book a weekend 3. Teacher-student book sharing 4. Book exhibitions

Active Reader Scheme was launched, which was paired up with Heifer Hong Kong “Read to feed”. The promotion of “A book a weekend” and “Teacher-student book sharing” were suspended. A large scale book exhibition was held in Jan 2019.

With the assistance of government reading promotion fund, the school library had purchased around 500 new books. The rate of total borrowing is 2299. There were inadequate follow-up actions for “Read to feed” program and the responses of the students were unsatisfactory. Overall speaking, the reading atmosphere had been improved compared with previous years, yet to be more strengthened. Only less than 40% of students agreed that they were motivated to read more because of different reading programs organized by the school/teachers. More manpower is needed to follow through the plan for promotion of the activities and monitoring of their progress.

1.4.3 To hold a talk to help improve students’ reading habit

A talk organized by Civic Education Working Committee was held in Oct. 2018. Dr. Chan Sze Chi, Jai, a senior lecturer of HKBU Department of religion and Philosophy was invited to share his view on “Establish reading habits and improve learning ability in the new era.

Some students found that the talk was inspiring and they could have new insights on reading.

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1.4.4 To promote reading across the curriculum 1. To introduce a list of extended readings by each

subject panel to students of each level 2. To design learning tasks which involve the use of

extended readings by selected subjects

The lists of extended readings of different subject panels were completed and students were informed by their subject teachers. Liberal Studies, English and Mathematics panels had been involved for the design of learning tasks. Students were asked to read some books before finishing their tasks, either projects or book reports.

The purpose of extended readings was good, however, the lack of follow-up work on these book lists may hinder the results. The School and different panels can think more about how to make use of the list and encourage students to read on subject levels. It was difficult to select books for students, especially for the LS and Maths panels. And students may not be able to find the recommended books easily. The book list should be regularly evaluated by the reading promotion working group. More discussion among subject teachers should be encouraged and teachers should more actively recommend the books to the students.


Major Concern 1: Enhancing self-directed learning Intended Outcomes 1.5 To enhance students’ motivation in learning Strategies/Tasks Achievements/


1.5.1 To engage students more actively through e-learning

Some e-learning training programs were launched by IT in Education Committee and Staff Development Committee. However, some of our teachers find that they are still not confident enough in applying new e-teaching strategies in their lessons.

About 47% of students agreed that e-learning methods adopted by the teachers can motivate them in learning. The extent of use of e-learning among teachers was diversified. Promotion and staff training could be strengthened. Some teachers also commented that the school network and IT hardware should be strengthened or upgraded, so that they do not need to spend extra time on handling the technical problems during lessons.

1.5.2 To engage students more actively through various teaching strategies (e.g. flipped classroom)

Some subject panels actively engaged students in classroom learning by different strategies, for example BAFS used flipped classroom, L&S included Quizlet for the assessment.

64% of students agree that teachers had used various teaching strategies which helped in their learning. The School can could consider upgrading the learning facilities and classroom setting, so as to better facilitate learning and teaching approaches in the new era.

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1.5.3 To formulate a strategic plan to promote STEAM education through collaboration among relevant panels and functional groups

STEAM education working group was formed and led by the panel head of CIT. Other members include teachers of Maths, IS and VA. Some strategies were identified during their meeting. The group had also visited the STEAM education center in Yuen Long in March 2019. The group submitted a STEAM Strategic Plan before the end the school year. Renovaton of the CAL Room and STEAM Lab (with donation from WYOFF worth about $900,000) has started in the summer of 2019.

With formulation of the Strategic Plan and renovation of facilities, the focus is now on facilitating teachers from different STEAM subjects to collaborate for those parts of the curriculum relevant to STEAM. More professional sharing with other schools about STEAM education will also be helpful.

1.5.4 To initiate projects which purposefully integrate learning across several subjects

Different topics for STEAM projects were set for junior forms students. A cross curriculum project work for F.3 PSHE subjects was launched.

The engagement of student was diverse. Some of them are less interested in project work. Teacher encouragement is needed.

1.5.5 To showcase students’ learning through project works (e.g. STEAM projects, cross curriculum projects)

It was decided that a better occasion for the showcase was the Open Days in 2019/20.

A comprehensive plan for the 100th Anniversary has been drawn up and all subject panels were encouraged to keep outstanding student work for display then.


Major Concern 2: Fostering a caring and respectful community Intended Outcomes 2.1 To be respectful gentlemen Strategies/Tasks Achievements/


2.1.1 To let students acquire social etiquettes through experiential learning i. To organize a “social etiquette course” by Wah Yan History and Heritage society before attending the High Table Dinner

The Wah Yan high table dinner was held successfully on 2 Feb 2019 at school hall. As in response to the evaluation last year, a social etiquette briefing session was conducted at lunchtime on 25 Jan. The content of the briefing session included table manners, handshaking and introductions, etc.

Feedbacks are collected and it was found that students really had better manners and were more willing to open up themselves to reach out to participants from other schools. To improve further, it is suggested that a social etiquettes programme can be arranged instead of a briefing session in the long run so that students can learn more and have more practice.

Major Concern 2: Fostering a caring and respectful community Intended Outcomes 2.2 To be caring companions Strategies/Tasks Achievements/


2.2.1 To enhance F.1 students’ bonding through F.1 orientation programs (F.1 Camp, F.1 Campus Day) F.1 Campus day To set the programme with clear objectives and goals in and a well-planned schedule should be constructed. Group based / class based problem solving, collaborating, communication activities can be discussed with co-organizing parties.

The objectives and goals of group-based activity were clearly set by the IVE panel. Also, the F.1 campus walk was held successfully.

Positive feedbacks were received. F.1 students showed caring attitude with each other through problem solving tasks. However, there is room for improvement on time allocation and the preparation of the event by the Ex-co members of SA. It is suggested that The F.1 Campus Day can be incorporated with the F.1 Bridging Programme so that a systematic school based programme can be tailor-made for F.1 students next year.

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2.2.2 To build up a more caring classroom through various activities

Form teachers organized various activities for the students to build up a more caring classroom and enhance the class spirit, such as birthday party, lunch gathering and peer study group, etc. Besides, form teachers and subject teachers facilitated the grouping of students in different occasions, such as life-wide learning day and group projects to cater for the students’ diversity.

More collaboration and sharing among form teachers are expected to take place in the next school year.

2.2.3 To launch the “Companion Lunch Gathering” program

“Companion Lunch Gathering” for building closer friendships between the junior and senior students was organized by the Catholic Association in this academic year. Besides, for enhancing a closer relationship between junior, in particular F.1, and senior form students, a programme aimed at helping students becoming more reflective, grateful and have better inter-personal relationships was arranged.

Not only junior form students benefited from the programme, but also senior students found it fulfilling as it provided an opportunity for them to recall their junior school life, realizing their own growth and urged them to pass the caring culture to the next generation.


Major Concern 2: Fostering a caring and respectful community Intended Outcomes 2.3 To be responsible citizens Strategies/Tasks Achievements/


2.3.1 To enhance student’s understanding of the Basic Law through PSHE subjects

Task completed. The “Basic Law” curriculum was implemented in F.2 PSHE subject this year. School’s internal assessment was conducted to evaluate students’ learning outcomes. Over 85% students passed on the assessment indicated their awareness and understanding on the Basic Law.

It is suggested that assessment can also be adopted through e-learning apps during lesson e.g. Kahoot.

2.3.2 To raise our students’ civic spirit by participating in events that can let them understand more about the Basic Law

Task incomplete. A Basic Law card game for F.2 student was scheduled in June and was cancelled due to the instability of the socio-political environment in Hong Kong. F.1 students had attended a “Rule of Law” course offered by The Society of Rehabilitation and Crime Prevention, Hong Kong in July 2019.

Students would like to have some Interactive ways to promote the ideas of Basic Law. Relevant subject panels and/or functional committees may organize more outing activities or invite some NGOs to share the concepts with the students.

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Major Concern 2: Fostering a caring and respectful community Intended Outcomes 2.4 To be good stewards of Nature Strategies/Tasks Achievements/


2.4.1 To train up students as Green Monitors

Task completed. Green Monitors were chosen by class teachers in junior forms and 3 meetings were held successfully this year. Over 80% of green monitors attended all meetings. Besides collecting recycle materials, they are responsible for preparing materials and upkeeping the aquaponics in school campus.

Green monitors in a few classes were not willing to take up their responsibility. It is suggested that the three workshops should be arranged evenly in the school year instead of only arranged in the first semester. Moreover, monthly meetings are suggested so that evaluation, reflection and improvement can be more thoroughly discussed.

2.4.2 To enhance the appreciation of nature by labeling plants in the campus

Information of various types of plants on the school campus has been collected. However, the overall task is still in progress.

The team should be able to confirm and launch the information guidebook and labeling of plants in the coming year.

2.4.3 To enhance the appreciation of the wonderful world by arranging field trips

Task completed. Over 80% students think the field trips are interesting.

While most students found the trips interesting, attitude change is more difficult to measure. Also, it may take longer to have behavioral change. One trip, the one for a F.5 class was cancelled because of the bad weather.


Major Concern 2: Fostering a caring and respectful community Intended Outcomes 2.5 To be respectful global citizens Strategies/Tasks Achievements/


2.5.1 To organize exchange programs with Jesuit institutions over the world

As a host, we received students of other Jesuit schools from Hungary, Macau, Taiwan and Seatle in September 2018, October 2018, January 2019 and June 2019 respectively. In this school year, our outbound trips to overseas Jesuit institutions included: 40 students visiting Macau, 20 students visiting Taiwan and 12 students visiting Cambodia.

During the evaluation/sharing sessions of these exchange programs, students expressed they have learnt a lot of other people’s cultures and they are hoping more of these can be arranged in future.

2.5.2 To organize guest talks and sharing on global issues

In Liberal Studies, F.4 students had attended a film show on gender equality in CUHK in the first semester. No guest talk was arranged because of the unavailability of the appropriate speaker.

Efforts to find a speaker will continue. However, given the limited slots available for talks each year, the team also needs to weigh the relevance of this talk as against talks of other topics which may be more topical at the time.

14. 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

2018-2019 school year, the CEG was used to employ a pastoral assistant and two teacher assistants

(responsible for ECA and music activities) to relieve the workload of IVE, Music and ECA teachers. They

were employed in 2018-19 in helping religious formation, ECA and music activities (Symphonic Night

and Chinese Orchestra Function).

The Financial Statement for Capacity Enhancement Grant Year 2018 /19 Income ($) Capacity Enhancement Grant 613,766.00 Expenses ($) Salaries 618,065.76 Deficit for the year (4,299.76) =========


15. Report on Learning Support Grant 2018-2019

No. Strategies Actual Implementation Time

Achievements Reflection & Feedback

1. 2.

Employment of a TA to support SEN students Employment of EP and CP (part time)

1 September 2018- 31 August 2019 1 September 2018- 31 August 2019

SEN students have shown progress in behavior, social skills and peer relationships because of professional intervention by EP and CP and support by the new TA (SEN). Parents are on the whole satisfied with their service.

EP, CP are very professional in their support for SEN students, and have helped them in making significant progress in proper behavior and better peer relations. The TA (SEN) provides regular and full-time support, especially when the EP, CP or counselling teachers are not available.

The Financial Statement for Learning Support Grant Year 2018/19 Income Learning Support Grant: $830,676.00 Expenses Salary for Psychologists (partial): $555,324.00 Salary for Supporting Staff: $199,048.50 Training Course: $4,400.00 Others – Books, Stationery, Tools: $1,120.80

Total Amount: $759,893.30

Balance for the year: $70,782.70 ========

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16. Report of School-based After-school Learning and Support Grant 2018-2019 Information on Activities subsidised/complemented by the Grant:

* Name / Type of activity

#Actual no. of participating

eligible students Average attendance rate

Date activity held

Actual expenses

($)

Method(s) of evaluation (e.g.

test, questionnaire,

etc)

Name of partner/ service

provider (if

applicable)

A B C

1. Japan Pilgrimage 1 100% June 2019 $4,300 Questionnaire

2. Elite Maths Class 3 100% Oct 2018 –Feb 2019

$2,880 Questionnaire

3. Instrumental Class

4 1 100% Oct 2018 – May 2019

$14,400 Questionnaire

Total no. of activities: 8

@No. of man-times 8 1 Total Expenses:

$21,580

**Total no. of man-times 9

Note: * Types of activities are categorized as follows: tutorial service, learning skill training, languages training, visits, art

/culture activities, sports, self-confidence development, volunteer service, adventure activities, leadership training, and communication skills training courses.

# Eligible students: students in receipt of CSSA (A), SFAS full grant (B) and disadvantaged students identified by the school under the discretionary quota (not more than 25%) (C).

@ Man-times: refers to the aggregate no. of benefitted students participating in each activity listed above. ** Total no. of man-times: the aggregate of man-times (A) + (B) + (C)


17. Report on Sister School Exchanges 2018-2019 Name of the Mainland Sister School: (1): Beijing National Day School. (2): Tongren No.1 Middle School of Guizhou Item No.

Item Name and Content of the Exchange Activity

Intended Objective(s) Evaluation Results Reflection and Follow-up

1 1. 2019 Tongren No.1 Middle School of Guizhou exchange tour

1. Academic exchange with students from sister school.

2. Cultural exchange with students from sister school.

3. Observation of the agricultural and industrial development in China. Discussion of the results with the sister school’s students. Compilation of a report.

1. 14 students visited Guizhou and Tongren No.1 Middle School of Guizhou.

2. Students joined the lessons in Tongren No.1 Middle School and reported their learning results in Guizhou to their Tongren buddies after school.

3. Students handed in written reports and summited online questionnaires after the trip.

1. 10 questionnaires were received.

2. The committee of exchange programme will adjust the schedule and tender of the exchange trip base on the comment of students and teachers.

3. A sharing report and photo album will be made for the next trip.

Part 2. Financial Report Item No.

Item Name Expenditure Item Amount Remarks

1 2019 Tongren No.1 Middle School of Guizhou exchange tour

2019 Tongren No.1 Middle School of Guizhou exchange tour by Council for International Cultural Exchange

$97,400

Total: $97,400

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18. Financial Summary 2018-19 (unaudited)

Actual Income Actual Expense Surplus / (Deficit)Government Funds - EOEBG (I) (1) (2) (3) = (1) - (2)

Baseline 1,792,999.01 3,098,135.55 Air-Conditioning Grant 484,170.00 12,366.00 Composite Information Technology Grant 407,214.00 222,014.38 Administration Grant (Clerks and Janitors Salary Grant) 3,704,064.00 3,650,926.14 Capacity Enhancement Grant 613,766.00 618,065.76 School-based Support Scheme for Schools with Intake of Newly Arrived Childred 10,864.00 Others Income 373,256.41

Sub-total (I) 7,375,469.42 7,612,371.83 (236,902.41)

Government Funds - Outside EOEBG (II)

Salaries Grant - Teaching Staff (Net Salary) 38,589,410.83 38,589,410.83 Salaries Grant - Teaching Supporting Staff - Lab Technicians 1,346,640.00 1,346,640.00 Teacher Relief Grant - Recurrent 199,865.50 87,049.71 Teacher Relief Grant - Optional 1,413,739.15 886,405.83 Other Recurrent Grant - Rent & Rates 911,170.40 911,170.40 Diversity Learning Grant - Other Programmes (DLG - OP) 84,000.00 131,282.00 Diversity Learning Grant - Applied Learning (DLG - APL) 38,850.00 38,850.00 Grant for Fringe Benefits under the Enhanced NET scheme (NTG) 36,098.70 36,098.70 Home School Co-operation Grant 15,474.00 15,474.00 Jockey Club Life Wide Learning Fund 17,010.00 17,010.00 School-based After-school Learning and Support Programmes 19,800.00 19,800.00 Learning Support Grant 830,676.00 758,772.50 Career & Life Planning Grant 29,374.78 28,240.00 Extension ASD Pilot Project 214,434.00 233,761.50 Senior Secondary Curriculum Support Grant (SSCSG) 783,841.11 839,538.00 Extra Recurrent Grant under ITE4 66,740.00 64,489.00 Senior Secondary School Students Mainland Exchange Programme Subvention Sch 84,810.00 84,810.00 One-off IT Grant for E-learning in Schools 48,520.00 49,350.00 One-off Grant for Promotion of Chinese History and Culture 150,000.00 47,039.28 Understanding Our Motherland Programme 40,000.00 40,000.00 Information Technology Staffing Support Grant 307,200.00 307,200.00 Pilot Scheme Promoting Interflows between Sisiter Schools in Hong Kong and the M 150,000.00 97,440.00 Promotion of Reading Grant 60,000.00 62,253.07 Special Grant on Typhoon Disturbance 120,510.00 120,510.00 One-off Grant to SecondarySchool for Promotion of STEM Education 68,330.10 68,151.19 HK School Drama Festival 3,400.00 3,400.00 Clerical & Janitors - ER's Contribution to PF / MPF Scheme 298,827.95 295,312.49 Laboratoty Technicians - ER's Contribution to PF / MPF Scheme 182,682.00 182,682.00 Teaching Staff - EE's Contribution to PF / MPF Scheme 1,987,071.50 1,987,071.50

Sub-Total (II) 48,098,476.02 47,349,212.00 749,264.02

Total (I) + (II) 55,473,945.44 54,961,583.83 512,361.61 Total Surplus / (Deficit) of Government Funds 512,361.61

Actual Income Actual Expense Surplus / (Deficit)School Funds (III) (1) (2) (3) = (1) - (2)

Subscriptions / Approved Collection for Specific Purpose Account 4,423,210.85 3,474,344.70 948,866.15 Donations : Wah Yan One Family Foundation 4,454,231.91 5,351,732.27 (897,500.36)

Total (III) 8,877,442.76 8,826,076.97 51,365.79 Total Surplus / (Deficit) of School Funds 51,365.79

Actual Income Actual Expense Surplus / (Deficit)Summary (1) (2) (3) = (1) - (2)

Government Funds - EOEBG 7,375,469.42 7,612,371.83 (236,902.41) Government Funds - Outside EOEBG 48,098,476.02 47,349,212.00 749,264.02 School Funds 8,877,442.76 8,826,076.97 51,365.79

Total (III) 64,351,388.20 63,787,660.80 563,727.40 Total Government Funds + School Funds 563,727.40

IMC/2019-20/1/P55

(unaudited)

The IMC of Wah Yan College, Hong KongFinancial Report 2018/19 (unaudited)


19. Donors and Benefactors (in 2018-19 academic year) The Wah Yan College Hong Kong Jesuit Education Trust Berway Technology Ltd Lau Wai Keung Cham Wai Ho Anthony Law Chi Yin Cynthia Chan Magdalena Lee Hon Kwong Gabriel Choy Kam Wing Allan Lo Yu Chung David, Law Yiu Ming, Lo Yiu Chun Class of 1973 Siu James F. Class of 1983 Tang On Alan Classmate of Patrick Lam Tsang Yee King Ryan Fong Chung Kau Anthony Tsui Fook Duen Genlin Foundation Limited Wah Yan College Alumni Eastern US Chapter Ko Bo Kwan Wah Yan College Hong Kong Class of 1978 Lam Foundation Wah Yan College Hong Kong, Parent-Teacher

Association Ltd Lam Hon Kwok Peter Wu Ying Sheung Gordon Lam See Chung WYCHK 1968 Graduation Class

The Wah Yan College Hong Kong Jesuit Education Trust – donated at the funeral in memory of Fr. Aflred Deignan, S.J. Chan Anson Kwan Shuk Hing Susan Chan Chiu Ling Ophelia Kwok Yuen Man Marisa Chan Hoi Ting Carrie Lau So Ying Cheung Bing Leung Lee Chung Sing Antony Cheung Peter Lee Pui Tak Peter Cheung Tin Chung James Lo Ka Chung Charitable Foundation Ltd Chong Kim Chan Kenneth Loh Ninson Danny K.H. Yu & Co Mak Yin Chee Gigi Fang David Ng Kwong Hung Robert Fang Gary Ng Po Wah Terence Fung Chee Keung Bosco Ngan Sau Fung Joseph Fung Chiu Fai Peter Shum Chung Ming Joseph Fung Kwok Lau Tse Tak Kan Sylvester Fung Yau Him Francis Tse Wing Yee Ho Shiu Wei William Wu King Cheong Hui Pa Chuen Yeung Ying Kit Kwan Cheuk Yin William

School Development Project / Maintenance Fund AXA International Ltd Lo Fong Chung Thomas Chan Ka Kin Lo Wing Nin Raphael Chan Shun Tung Long Ngan Siu Fung Joseph Chan Wing Tim Sung Nee Chang Kelly Hoilun Wong Ping Yee Natalis

49

Chen Ka Wai Wong Siu Lin Cheng Kat Hong Simon Yu Ka Kui Gabriel & Ling Lai Sheung Priscilla Class of 1972 Yu Mun Kee Roy Class of 1988 Yung Kai Tai Hui Shi Kuen Peter

Wah Yan Post Secondary Education Trust Fund Chan Leung Leo Lok Chun Ming Chow Kiang Cheong Lui Tai Lok Lam Wai Nang Ng Chun Hung Lau Sik Tim Richard Ngan Sau Fung Joseph Lau Wing Shing Denis Poon Che Kin Lee Chi Lan Tam Kin Wai Lee Chun Sang Tong Kwok Lung Leung Chung Man Wong Wai Ming

Scholarships / Speech Day Awards Ching Philip Rotary Club of Hong Kong Island East Ltd Chong Chee Yee Tak Shing Investment Co Ltd JM Enigma Capital Ltd Yen Ping Sei Ng Man Sang Alan

Documents

2. Vision of Jesuit Education in the Chinese Provinceweb.wahyan.edu.hk/attachments/article/366/School... · 3. School Mission In accordance with our Catholic belief in God’s love