A. M. D. G. - Wah Yan College, Hong Kongweb.wahyan.edu.hk/attachments/article/289/School Annual...Daily Mass and monthly Benediction are offered to students who are interested in attending

A. M. D. G. WAH YAN COLLEGE, HONG KONG

School Annual Report 2014-2015

School Annual Report 2014-2015 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

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 Incorporated Management Committee met 4 times in 2014-15. Under the Incorporated 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 2014-

2015.

3 School Annual Report 2014-2015

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6. 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

geography room, a gymnasium and a canteen. The new school hall can seat about 1,000 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.


7. Teaching Staff Our teaching staff consisted of 59 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.


8. Students Students are what Wah Yan College exists for. There were a total of 815 students at the start of the

academic year 2014-15. The breakdown of classes and number of students in each form is as follows:

Class Arrangement

*4 classes based on government funding but split into 5 classes in actual operation.

Number of students (At the end of Academic Year)

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. 27.9% of Wah Yan students were Catholic.

In 2014-2015, there were altogether 192 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.

Attendance had been maintained well above 97% in all forms.

Statistics of Students

Level Year F1 F2 F3 F4 F5 F6 Total

2014-2015 4 4 4 4* 4* 4* 24

Level Year F1 F2 F3 F4 F5 F6 Total

2014-2015 144 143 132 132 129 117 797



9. 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 monthly Benediction are offered to

students who are interested in attending.

In 2014-2015, 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 to 3 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.

Forms 4-6

2014-2015 was the sixth 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 2014-2015 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.


10. Academic Performance 2014-2015

As indicated in the graph above, our students performed well in the HKDSE examination outperforming

significantly the average of all Hong Kong schools (e.g. the number of 5 or above that our students got

was 3 times the Hong Kong overall average). While we have less top performers than 2013/14, the result

overall is the second best since 2012 when the HKDSE Examination was first introduced.

In terms of JUPAS offers, the situation is even more encouraging as the percentage of over 72% in 2015

is the highest since we entered the "DSE era". This represents a jump of over 15% over the figure in

2014. Among JUPAS offers, HKU continues to represent the biggest portion at 38%, followed by CUHK

and CityU both at around 20%. 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. Of those who chose to

study in Hong Kong, about 70% were offered degree programmes. 24% of our graduates chose to study

overseas and many got into rather good universities such as Imperial College, Carnegie Mellon

University, Australia National University, University of British Columbia, etc.


11. Students’ Achievements in Other Disciplines

Event Award Recipients

The 66th

Hong Kong Schools’ Speech Festival (English Section)

Solo-verse speaking

1st Place 4C Cheng Wing Jun

4K Au Man Yi Sigmund

4C Ho Lap Hang Lincoln

5K Cheung Nicholas Jason

Solo-verse speaking 2nd

Place

4Y Chan Ka Lun Galen

4Y Guo Zi Xuan

4Y Chong Him Shing

Solo-verse speaking 3rd

Place

1W Leung Yam Bong Dominic

1H Lau Sum

1H Leung Yin Lok

2Y Yuen Hei Shun Adam

3W Wong Ka Chun

5H Wong Kai Yui

5H Cheng Kwan Ho

Dramatic Duologue: 1st Place 2H Yan Tsz Ching

第六十六届香港學校朗誦節 (中文組別)

中學三及四年級男子組粵語詩詞

集誦

亞軍香港華仁書院

3W & 3Y

中學一二年級普通話詩詞獨誦冠軍 1Y Hurip Ethan

中學一二年級普通話散文獨誦冠軍 1Y Hurip Ethan

中學一年級粵語詩詞獨誦冠軍 1Y Zhang Yuk Kiu Jason

中學二年級粵語詩詞獨誦冠軍 2Y Yuen Hei Shun Adam

中學三年級粵語散文獨誦冠軍 3H Cheng Chi Lam

中學一年級粵語散文獨誦亞軍 1H Leung Yin Lok

中學一、二年級普通話詩詞獨誦亞軍 1H Luk Hon Man

中學三年級粵語詩詞獨誦亞軍 3K Wong Chi Hang

中學五年級粵語詩詞獨誦亞軍 5H Yiu Yuk Hin

中學二年級粵語詩詞獨誦季軍 2K Sin Hoi Lok

中學一、二年級普通話詩詞獨誦季軍 2Y Yeung Laurent Helmut

中學三、四年級普通話詩詞獨誦季軍 3H Kwok Fung Ting


中學三、四年級普通話詩詞獨誦季軍 4H Ho Han Yui

中學一、二年級普通話散文獨誦優良 1H Yeung Chung Chak

中學一、二年級普通話散文獨誦優良 1K Lam Chak Fung

中學一年級粵語詩詞獨誦優良 1W Kwan Kwok Chung

中學一年級粵語詩詞獨誦優良 1Y Law Ching Yuen

中學一、二年級普通話詩詞獨誦優良 2K Sin Hoi Lok

中學三、四年級普通話散文獨誦優良 3K Wong Chi Hang

中學三、四年級普通話散文獨誦優良 3Y Yu Pak Hei

中學三、四年級普通話散文獨誦優良 4Y Guo Zi Xuan

The 67th

Hong Kong Schools Music Festival

Secondary School Junior Choir (First Division)

3rd

Place Wah Yan College, Hong Kong

Junior Choir

Secondary School Junior Mixed Choir (Second Division)

3rd


Junior Choir with

Hotung Secondary School

Cello – Grade 8 1st Place 1W Cheung Ian

Violin Solo - Grade 7 2nd

Place 1W Cheung Ian (Music Scholar)

1K Pou Yat Chun (Music Scholar)

Tuba Solo 2nd

Place 5H Lai Tsun Sum Nathanael

(Music Scholar)

Graded Piano Solo -

Grade 8

3rd

Place 4Y Leung David Ka Ho

Clarinet Solo - Secondary School – Junior

3rd

Place 1H Chan Yin Wang Adrian

(Music Scholar)

中樂小組合奏 - 中學

組

亞軍中樂圑小組 (高中)

笙獨奏 - 初級組冠軍 3K 蘇焌燊

嗩吶獨奏 - 初級組冠軍 4Y 陳兆昌


二胡獨奏 - 中級組亞軍 3W 吳浩楠

二胡獨奏 - 初級組季軍 3K 吳鑑殷

揚琴獨奏 - 高級組季軍 4C 古廸羲

Hong Kong Youth Music Competition

Grade Seven - Violin 2nd

Place 1K Pou Yat Chun

(Music Scholar)

Tom Lee Music Competition

Prize for Brass Concerto 3rd

Place 5H Lai Tsun Sum Nathanael

(Music Scholar)

The 7th

HK Students Open Music Competition 2014

Cello – Grade 8 1st Place 1W Cheung Ian

The 10th Cantemus International Choral Festival

Hungary Gold Diploma Wah Yan Junior Boys’ Choir,

conducted by Ms. Fung Ying Kwan Agatha

Junior Choir Chairman,

2H Chan Pak Ho

2014 年度香港島傑出學生選舉 - 香港島校長聯會主辦

高中組

初中組

傑出學生

優秀學生

6W Ho Hei Chi (2013-14)

4C Cheng Wing Jun (2014-15)

Association of English Medium Schools

English Drama Festival Outstanding

Performance

Wah Yan College, Hong Kong

香港學校戲劇節 2014﹣2015

評判推介

演出獎

香港華仁書院


傑出

舞台效果獎

傑出合作獎

香港華仁書院

香港華仁書院

傑出導演獎 5C 何睿智

傑出劇本獎 5C 蔡坤銘

5Y 丁啟中

傑出演員獎 5Y 卓頌翹

The BOCHK Bauhinia Bowl Award 2014-15 (incorporating 17 sports categories)

Boys 4th


The BOCHK Rising Star Award 2014-15

Athletics - Boys Award Wah Yan College, Hong Kong

2H Tsang Kwan Lok

The Hong Kong School Sports Federation 2014-15

Grantham Outstanding

Student Athlete Awards

Ten Sport

Excellence

Award


6C Koo Yue Kwan

Inter-school Fencing Competition,

Hong Kong Island & Kowloon Secondary Schools Regional Committee

C Grade, Sabre 2nd

Place 1Y Lam Chun Ngai Adam

A Grade, Epee 3rd

Place 4K So Yui Man Wyman

Inter-school Squash Competition 2014-15,


Boys 4th

place Wah Yan College, Hong Kong

Inter-school Table Tennis Competition 2014-15,


Hong Kong and Kowloon

Division 1

Boys C Grade

4th

place Wah Yan College, Hong Kong

Jing Ying Inter-school Badminton Competition


Single 2nd

Place 6H Tang Hoi Kit

Inter-school Cross Country 2014-15


DI

DI, Boys A Grade

4th

Place

7th

place

10th

place


6W Lee Yip Chun Bonn

4Y Yeung Chun Kit

Inter-House Basketball Competition

B Grade

C Grade

Champion

Champion

Loyola

Kostka

Inter-House Football Competition

B Grade

C Grade

Champion

Champion

Loyola

Xavier

Inter-School Badminton Competition,


A Grade

(Division 1)

B Grade

(Division 1)

Champion

3rd

Place

6H Cheung Spencer Tat Yiu

6Y Kwok Reynold

6H Tang Hoi Kit

5K So Chun Yu

5W Tsui Hoi Ken

5K Ho Shing Fung

4C Man Ho Chun

4K Ma Chun Hei

3Y Tse Chun Kin

3H Chan Lincoln

2H Chung Ka Yu

1Y Chin Hin Lam

1K Kwan Leung


沖繩剛柔流空手道橋治會五十周年道場競技大賽

男童套拳 10-7 級 (12-14 歲) 冠軍 1K 梁羅健

2015 年全港競技體操公開及新秀比賽

男子公開組(少年) 個人全能

亞軍

3H Wong Chun Hei

2014-15 年度全港中學校際體操比賽

男子高級組個人全能

亞軍

3H Wong Chun Hei

World Class Arena Challenging minds, Recognizing talent - Elite Competition

Gold Award 1W Hung Wo Fung

HK Institute of Certified Public Accountants

Secondary Schools 2014-15 HKICPA

Scholarship

5Y Leung Wai Yiu

2015 年第十四届培正數學邀請賽

決賽銅獎

優異獎

3Y 鄭善陽

2Y 黃英豪

3Y 陳韋曦

第三十一届全港學界書法比賽

高級鋼筆及原子筆組季軍 5H 黎浚琛

初級毛筆組季軍 3W 李納祈

高級鋼筆及原子筆組季軍 5Y 周家健

香港中文大學崇基學院區建公紀念書法比賽

初中組優異獎 3W Lee Lap Ki

甲午風雲際音樂會新聲音樂協會主辦徵文比賽

新聲音樂協會主辦


高中組冠軍 6W 李冠儒

HK Secondary Schools English Debating Competition Kowloon and Hong Kong Island

Division One 1st Runner-up 5C Tam Ka Kiu

5K Nicholas Cheung

4W Nigel Wong

4C Victor Chan

第八届鳴辯盃中學生辯論賽

亞軍 5K Cheung Chun Wai

4W Wong Yee Ching

5W Lee Chun Hei

5H Cheung Cheuk Hang

大律師公會中文辯論比賽

冠軍 5C Tsoi Wan Cheung

5W Lee Chun Hei

4C Go Ka Lok

善言巧論: 全港學生口語溝通大賽

初中組經典誦讀項目

(粵語)

總冠軍 2Y 阮浠舜

International Competitions and Assessments for School 2015

English writing Distinction 2K Ma Sai Wing Ryan

Global Natural History Day 2015

Team Outstanding

Team

3Y Cheang Sin Yeung Clarence

3W Lee Lap Ki

第十届國慶盃中國象棋賽高中組團體

高中組團體冠軍 5C 蔡雲翔

5Y 丁啟中

4Y 莊謙成


2014 ichess 中國象棋聖誕盃

高中組團體冠軍 5C 蔡雲翔

5Y 丁啟中

4Y 莊謙成

5W 蕭卓堯

第二十八届香島盃全港中學校際中國象棋賽

隊際季軍 5C 蔡雲翔

5W 蕭卓堯

4Y 陳煒聰

2014-15 年度全港中學生中國象棋個人賽

總團體亞軍 3H 孫景賢

2K 黎子揚

1K 麥浩然

5C 蔡雲翔

5W 蕭卓堯

4Y 陳煒聰

4Y 莊謙成

1Y 張毓喬

香港銅鑼灣街坊福利促進會新春兒童繪畫比賽

高級組優異獎 2H 王羿丰

1H 楊宗澤

Volunteer Movement Servcie Award 2014

The Steering Committee on Promotion of Volunteer Service

10,000 Hours of Service

Organization

Award

Gold Award

for Volunteer

Service

Wah Yan College Hong Kong

Wah Yan College Hong Kong

Individual Silver Award

for Volunteer

Service

4C Chau Cheuk Him


Individual Bronze Award

for Volunteer

Service

1Y Chan Wan

1H Hui Tsuin Wai

4Y Chan Ka Lun Galen

4Y Chong Him Shing

6C Wu Chi Heng Oscar

Red Cross

榮譽章 Honor 6W 馮景暉

The Community Chest Wheelock Swim for A Million 2014

Champion 6Y Wong Pak Hei (Captain)

6H Ng Wing Cheung

4Y Leung Chung Ming

2H Chan Fung Wei

The Kiwanis Community Service Award 2015,

The Kiwanis Club of Hong Kong

Award 5H Tso Shun Nam

Master List of The Chinese University of Hong Kong Wu Yee Sun College

2013-14 Master holder Wong Yick Hoi Justin

Wong Siu Fung

Admission Scholarship of The Chinese University of Hong Kong

2014-15 Scholarship Lam Chin Hang

Dean List of The Hong Kong University of Science and Technology

Academic Excellence

Dean List Chow Pak To

Yip Kwan Ping

Yik Hiu Fai

President’s Honor Roll of Hong Kong Baptist University

Associate of Arts

(Applied Social Service)

Associate of Arts

(Business

Administration)

President’s

Honor Roll

President’s

Honor Roll

Louie Cho Siu Gabriel

Wong Ronson


12. Administrative Highlights 2014-2015

This year the school celebrated its 95th

anniversary along with WYK which was celebrating its 90th

with

four major events. They include a) the Thanksgiving Mass at WYHK and the "Walk With Wayanites"

Walkathon from WYHK to WYK on 26 October, 2014; b) the Anniversary Celebration Dinner on 6

December, 2014 held at WYK; c) the first ever Jesuit Education Forum in Hong Kong (with

internationally renowned authorities and prominent local figures as speakers) was held at WYHK on 11

April, 2015; d) the Homecoming Concert held at the Hong Kong Coliseum in front of an audience of over

7,000 on 1 August, 2015. The events were in general very well received by Wahyanites and friends

alike and managed to further strengthen the bonding among Wahyanites and their sense of belonging

towards their alma mater.

Another important milestone for the School was the blessing and opening of the new School Complex

comprising a multi-purpose school hall that can seat 1,000 people and a very spacious stage, a rooftop

garden with three classrooms and a number of other function and meeting rooms on the First and Ground

Floors on 20 September, 2014. The school hall, with its large capacity, comfortable environment, and

state of the art facilities has been very effective in fostering a sense of community during assembly as the

whole school can be seated together. Its versatility to serve different functions has led to its being heavily

utilized by internal and external users (mainly past students or Wah Yan/ Jesuit affiliated organizations).

We are deeply grateful for the immense efforts of members of the School Development Project Board and

great generosity of donors which have combined to make this meaningful project possible.

Academically, with the completion of the transition to the New Senior Secondary curriculum, the

teaching time and syllabus of the senior secondary curriculum were revised by respective subject panels.

Based on past experience on teaching practice and reports received such as the Form 3 TSA, value-added

reports, different Panels have designed programs to help students to excel. Some examples of efforts in

this respect include the Mathematics Panel's formation of the Mathematics Group to take part in outside

competitions to extend students' scope to topics outside of the school syllabus; the Chinese Panel's

solicitation of EDB's School-based Support Services and the research on areas of weakness of our F.6

students' DSE writing; the English Panel's initiative to revise the junior form curriculum and support for

students' participation in the English Drama competition with outstanding results; the LS Panel's

introduction of summer news commentary school and project-learning competition to all junior forms and

implementation of after-school courses on exam skills for senior forms; the Physics Panel's building up of

an MC question bank of over 1,000 questions providing resources for self-revision and opportunities to

learn at one's own pace; the Computer Panel's trial run of online tutorial video to cater for learner

diversity; the Chemistry Panel's encouragement to students to participate in Chemists Online” Self-study

Award Scheme 2015 (with very good results) and use of interesting news clippings and videos to arouse

interests.


In terms of student support, our Careers Team benefited from the new CLP (Career and Life Planning)

Grant to employ a teacher to relieve the teaching load of the Careers teachers; launched a Careers

website; performed an additional survey on our graduates (cohorts 2010, 2011, 2012) who were not

admitted directly to universities upon graduation which showed that 90% of AD/HD graduates and 100%

of Overseas Foundation graduates were eventually articulated to degree programmes; documented details

of Further Studies Pathway for DSE Graduates useful to helping of F.6 students make better informed

decisions; organized a life planning program for F.3 on ‘POSSIBILITY – Possible Jobs’ and for F4

Subject Selection’ was held this year.

As for our Counseling Team, besides efforts to support F.1 students' adaption to a new environment

through the very well-received JASER Scheme, they have also further enhanced support for SEN students

by joining the Extension of the Pilot Project on Enhancement of Support Services for Students with

Autism Spectrum Disorders (ASD) with funding to hire a project coordinator. Case conferences among

parents, psychologists, Form and Subject teachers were held to enhance communication, sharing of good

practices and collaborative efforts.

As in past years, our students also benefitted from a very rich campus life. Both our sports teams and

music groups put in a lot of effort in training and this has yielded good results. The same applies to our

Chinese Drama Team, English Drama Team, the Chinese Debating Team, the English Debating Team as

well as our Chess Team, our Maths Team, etc. This year 12 ECA Societies and Clubs were formed under

the SA cabinet Lumino. The SA organized a series of events, including key events such as the Lunar

New Year Stall (羊之金路) at Victoria Park and the Student Festival Funfair Day on 25th

April to

celebrate the 95th

Anniversary of the College.

In sum, 2014-15 is a very fruitful year for our students and we are thankful to all the teachers, staff,

parents, alumni and friends of Wah Yan for their unfailing support!


13. Achievements and Reflections on Major Concerns in 2014-2015 School

Annual Plan

Achievements and Reflection on Major Concerns

Introduction The school has just finished celebrating our 95th Anniversary and we are heading towards our centenary anniversary celebration. It is time for us to consider how we can enhance capacities of our students, teachers and administration for sustainable development of the school. Hence, “Building Capacities for Sustainable Development “ was set to be the theme of the three year school development plan 2014-2017 and the three major concerns were set as follows.

Major Concern I: “Cultivating Self-directed Learners”

Major Concern 2: Facilitating Development of a Professional Learning Community

Major Concern 3: Enhancing Organizational Effectiveness.

2014-2015 is the first year of this three-year school development plan. Different functional groups/committees, subject panels and teachers implemented various strategies and tasks to address the three major concerns throughout the academic year. Year-end and programme-end evaluation of the effectiveness of the strategies and tasks were carried out by respective committees, organizations and subject panels and recommendations for further improvement for the coming academic year were made.


Major Concern 1: Cultivating Self-directed Learners Intended Outcomes 1.1 Developing habits, attitudes, knowledge and skills for lifelong self‐directed learning

Strategies Achievements/Tasks accomplished Evaluation & Reflection

1. Organizing school-based professional development programmes

Two staff development programmes on self-directed learning were organized by the Staff Development Committee. In the first program, our educational psychologist shared how application of the CAR (Competence, Autonomy, Relatedness) theory in teaching and learning could promote self-directed learning among students. Practical strategies for self-directed learning was discussed in the second programme and teachers were provided opportunities to share their teaching ideas and experience in promoting self-directed learning.

Responses of both programmes were good. Participating teachers found the progammes inspiring and useful. The second program was a follow-up session organized upon the request of teachers. 75% of participating teachers said that they would apply what they learnt from the program to their daily interaction with students.

2. Empowering students with study skills for self- directed learning

With the generous donation from two alumni, the Academic Committee had organized a graphic organizer training programme for F.2 students.

Extensive reading for different levels: long weekend reading, holiday reading programs, English SBA and additional reading sessions were arranged by the English panel. Students were asked to read, write journals and prepare for quizzes. Annual reading programmes were also organized by the Chinese panel for junior form students. These not only enhanced their reading ,

Response of the program was good and over 70% of students found it useful and inspiring.

The cost of running the study skill programmes was substantial. There is a need for exploration of more sustainable resources or strategies to have its extension to other study skills and to other forms.

Learning and assessment were closely knitted together in the reading programs. However, It was not easy to ensure that students were reading properly. Intrinsic motivation is required.



but also their writing skills

Facilitating students using dictionaries of Modern Standard Chinese and Classical Chinese

The Counselling Committee organized a

program called 升學有 Take 2. F.1 to 3 repeaters

were invited to attend on a voluntary basis. Repeaters of the previous academic year were involved as companions. Participants were empowered with time management skills, revision skills, target setting and evaluation skills through small group discussion led by a counselling teacher. Besides, the Counselling Committee had also offered study skill training for SEN students.

Most students had such dictionaries but they just did not use them much. Reliable online resources would be introduced to them in the coming year.

Better support was given to repeaters and the program helped to boost confidence and enhance their study skills for more self-directed learning. Response of the program was good and it would be continued in the coming academic year. Instead of joining the program on a voluntary basis and having mixed group of students, all F.1-3 repeaters have to attend and they would be streamed according to their forms so as to provide even more appropriate support to them in their repeating year.

3. Providing students with opportunities to do reflection

Adoption of IPP in classroom learning

Students were also asked to write reflection on their LS IES project and other project works.

Introduction of periods of consciousness to senior form IVE lessons and asking students to write reflection

This enabled students to be more conscious of their performance and desire, hence enabling them to have better evaluation of their own progress.

At the beginning of the term, reflection written by students contained much factual knowledge. More personal stories were found in subsequent reflections. This



learning experience helped students building up a habit of reflection.

4. Helping students to set learning targets/course expectation, devise corresponding action plans and evaluate their performance

Different subject panels like IS, Biology, IVE adopted this strategy to promote student learning by asking students to fill in a learning targets worksheet. Evaluation of their performance was conducted at the end of the first term examination.

Some of the learning targets set were very general and the action plans proposed were not concrete enough. More guidance on target setting is needed.

Time was a constraint in carrying out year-end evaluation with students.

5. Inclusion of effort/attitude as component(s) of continuous assessment

Students were given opportunities to reflect on their reading attitude and suggest ways to develop better habits.

“Class Participation “ was included as a component of continuous assessment by the Economics panel.

Effort grades were used for evaluating students' self-directed learning's efforts and attitudes in junior forms' issue-enquiry LS projects and senior form IES

A standardised questionnaire will be introduced by the English panel for more systematic evaluation of the strategy in the coming year.

Grades given by different teachers varied and there is a need for either moderation or more discussion among teachers for more consistent grading.

6. Development and access to self-learning material/platform

School-based online tutorial videos were developed by the CIT panel to replace traditional teaching and learning for F.2 students. Basic and extended tasks were included to cater for learner diversity. The role of teachers changed from instructors to facilitators.

A web-page where audio-clips and scripts were

uploaded was developed by the Putonghua panel. Students could choose when and where to access

It was observed that this innovative strategy enhanced engagement of students in learning and students were given autonomy to self-regulate their own learning. Further refinement of this online resource and its extension to F.3 would be considered by the CIT panel.

Rate of use of the web-page could only be assessed based on the number of post-learning reflection



to these materials for self-learning. Students were asked to submit post-learning reflection to teachers.

An MC question bank was built in the e-classroom by the Physics panel. More than one thousand questions had been included. Students could select the levels of difficulties, topics and number of questions from the Self-Test.

returned by students. Exact number of students visiting the web-page was not available as it was only lately developed. It is hoped that login function can be included in the web-page in the coming year.

Development of this Physics Self-

Test had just been completed towards the end of the second term and hence there was not enough time for evaluation of its effectiveness.

The self-test is a potential platform for enhancing self-directed learning among students as it gives autonomy to students and they can freely choose their preferred level of difficulty. The Physics panel will continue to include more questions to make the task more challenging.

7. Project work/ independent study/investigation

Project learning and independent study/investigation were used by different panels in promoting self-directed learning e.g.

a) F.1 to 5 students were asked to carry out an English cross-curricular projects across KLAs to develop students' self-directed learning skills b) Project learning was also carried out by the History panel in F.1-3. F.6 History students were even involved in presentation, peer review and oral critique of their project works done.



c) F.3 students were engaged in designing and carryout scientific investigation of any topics relating to food and/or enzymes that they found interesting. Some of them were given opportunities to share their findings and comment on investigations carried by other students.

d) Issue-enquiry project competition was organized by the LS panel for junior form students while news commentary and IES were assigned to F.4 and F.5 students respectively.

Students enjoyed the task and they gave comments to their peers’ works actively. However, this activity was very time consuming. Further refinement of curriculum content is needed if the practice is to be continued due to the tight schedule.

Qualities of news clips chosen varied

and more guidelines would be given to students to improve the situation.

7. Whole-school approach to help students reflecting on their life planning

Additional teacher was employed through the Career and Life Planning Grant to relieve teaching load of the Careers guidance teachers. This provided rooms for the Careers & Further Studies Guidance Committee to develop the following: a) A Careers webpage was launched. Students and teachers could have easy access to further studies, career pathways, HKDSE and JUPAS information. b) Life planning program for F.3 on “POSSIBILITY – Possible Jobs” c) A database on JUPAS admission scores was just developed towards the end of the academic year 2015-2016. Careers guidance teachers could quickly sort out those JUPAS programs that students were more likely to be admitted if their HKDSE results/projected levels were entered. The trial run was conducted on the HKDSE results release day.

The webpage and the F.3 program provided useful resource and opportunities for students to have self-reflection on their life planning.

Favourable responses were received from both parents and students during the trial run. The Committee will continue its development to include admission data of all local accredited programmes. In the long run, this would be a very useful tool



d) A document on Further Studies Pathway for DSE graduates was prepared.

empowering not just careers guidance teachers but also form teachers and students to help students making more informed choices of programmes

Together with the projected DSE levels report, this document facilitated self-reflection and evaluation of students on their learning and they also facilitated form teachers to better accompany senior form students in their study and life planning.

1.2 Boosting motivation to excel


1. Positively reinforcing students with good performance

Good assignments, project works and outstanding art works of students were put on display boards of classrooms and open area of the campus by the Chinese, English, LS, IS, Biology and Visual Arts panels.

Winning article on the drama performance of "Around the World in 80 Days" (Form 3), the famous writer Alan Gibbon's talk (Form 4), and the trip to Crossroads International (Form 5) were printed in the Starlet.

Results of internal and external competitions were announced on notices. Prizes were

These practices honored students with good performance, motivating them to excel. Besides, it could also encourage other students follow their suits.

Some assemblies were lengthened

because of presentation of



presented during assemblies and Speech Day and Annual Prize Presentation Ceremony.

considerable number of prizes.

2. Provision of enhancement learning materials/ experience for capable students and students who need remedial support

Additional Putonghua module was given to those students finishing the assigned tasks earlier to stretch their potential and excel.

The LS panel piloted after-school enhancement

classes for F.6 top 10% and bottom 10% students (on a voluntary basis) to foster mutual support in self-regulated learning under the supervision of teaching assistant. Besides, 3 F.4 enhancement classes for bottom 40 students were arranged. Positive responses were received from participants and 95 % of participants got a level 2 or above in HKDSE.

Due to tight schedule, most students did not have time to try extra tasks. Few students who finished earlier were not eager to try. The Putonghua panel would try to develop more varied tasks to motivate them.

The LS panel would extend the practice to all senior form students.

3. Encouraging students to participate in different competitions.

Achievements of students in different competitions were listed in Section 11 of this annual report.

Competitions could enhance fighting spirit of students and stretch their potentials beyond the school and classrooms.

1.3 Further developing assessment for Learning


1. Use of statistical data to improve learning and assessment

The Academic Committee had prepared projected HKDSE levels for different subjects. Each senior form student was distributed with a report of their projected levels for self-evaluation.

SP analysis on performance of students in multiple choice questions was used as a tool for

The projected levels provided further hints for students to evaluate their study effectiveness and plan for further studies.



self-evaluation. Results of analysis allowed teachers and students to identify common mistakes and analysis.

2. Enhancing alignment of assessment tools with expected learning outcomes

Different subject panels like Chinese, English, Biology, Liberal Studies provided students with assessment rubric and well written reports and assignments were shown to students to enhance assessment for learning.

The Chinese panel had developed a web-site where students could have access to HKEAA markers’ report, HKDSE and self-learning materials besides disseminating this information to students through the intranet

The Putonghua panel used pre- and post- attainment tests to help students know more about their competence and effectiveness of their learning

All these materials enabled students to know more about what were expected from them. In order to avoid plagiarism, good works were only shown but not distributed to students.

Average assessment score of

students was improved by 5% and some students even improved by 30%.

Further refinement of curriculum content was needed as the pre- and post-tests required time and the teaching time was limited.

1.4 Building an environment to support students’ self‐directed learning


1. Collecting/developing resources for self-directed learning

Various subject panels like Putonghua, BAFS, identified webpages to extend online learning of students

Different subject panels like the IS, Chemistry and Biology uploaded links to educational videos, reading materials, quizzes and answers to e-Class.

This would be an invaluable platform for extending student learning. Time is a constraint for its systematic development.



Different subject panels continued to enrich

reading materials in the student library.

Online learning tasks (by different publishers) were provided to BAFS students for learning beyond classroom.

3D periodic tables were posted in the F.3 classrooms for their self-directed learning in Chemistry.

only 30% of students attempted the tasks. There is a need to identify the reason(s) behind the low rate of use of the online resource.

2. Upgrading IT infrastructure

ITEC had completed the said task during the summer vacation.

This paved the way for migration of e-learning platform to the cloud and for future development of e-learning.


Major Concern 2: Facilitating development of a Professional Learning Community Intended Outcomes/targets 2.1 Fostering a culture of sharing, mutual support and reflections


1. Sharing among panel members teaching ideas and materials

Teaching resources of different subject panels were kept in shared folders in the school intranet

Teaching ideas were formally shared among teachers during panel meetings and staff development programmes.

Chinese teachers were kept updated with information, seminars and publications concerning Chinese monthly through the intranet

Informal sharing was a common

practice in school as it provided immediate and timely exchange of ideas.

2. Buddy observation 95% of teachers participated in buddy observation. Post-observation self-reflection and sharing between observer and observee were conducted.

Many good teaching practices were identified from buddy observation and they would be made known to other teachers.

Teachers can be encouraged to focus buddy observation of the coming year for promotion of self-directed learning.

3. Whole school approach for supporting SEN students

Individual Education Plan was tailor-made for tier three SEN students. Related counselling teachers, form teachers and subject teachers met three times a year to devise and review the IEP.

This provided a platform for professional sharing of experience and ideas and it also enhanced mutual and synergistic strategies to better support SEN students. Related teachers were more confident in handling SEN students through the IEP meetings. Parents were grateful to our support



and gratitude letter was received.

4. Deepening teachers’ appreciation of the profile of the Ignatian Educators and encouraging practice of IPP through organization of staff development programmes

A sharing session on Jesuit Education was organized for new teachers in January. All participating new teachers and their mentors found that the program could enhance their understanding of the Characteristics of Jesuit Education which are the foundations of the profiles of Ignatian Educators. Participating teachers shared and exchanged their challenges and gratitude of being an Ignatian educator.

Encouraging responses were received. Participating teachers found the session inspiring, useful, refreshing, reflective and enjoyable.

A follow-up sharing session on IPP would be organized in the coming academic year.

This is part of the staff formation programme for sustainable development of the school as a Jesuit school and provision of better support and care for new teachers.

5. Inclusion of reflection element in staff development programs

Reflection session was included in different staff development programmes organized for participating teachers to consolidate their learning experience.

5-minute mindfulness exercise/ examen would be included in Principal’s meetings of the coming year for better self-care of teachers and fostering a reflective culture among teachers.

6. Developing regular platforms for sharing teaching approaches, philosophies, and interesting subject matters

Common preparation periods and pair supervision of IES were used by the LS panel

Co-teaching was adopted by the English panel

for sharing of good teaching practices/strategies.

Intranet and staff bulletin boards were used for

sharing.

LS teachers found this practice essential for their teaching and administrative arrangement and funding are needed for its continuation.

Common preparation period would be arranged for F.3 Chinese teachers for further enhancement of reading comprehension skills of students.

A reading corner would be established in the coming academic year to allow more frequent sharing of good books and reading materials among teachers.



7. Supporting teachers in writing testimonials and recommendation letters

The Careers & Further Studies Committee had prepared an information package for supporting teachers in writing testimonials/recommendation letters. The package was approved by the Principal and was sent to F.6 Forms Teachers for reference.

The F.6 Form Teachers responded that this information package was very useful to them and helped them a lot in the writing of recommendation letters for the F.6 graduates.

2.2 Developing policies and practices to support joint efforts to enhance teaching effectiveness Strategies Achievements/Tasks accomplished Evaluation & Reflection

1. Provision of additional teachers and teaching assistants

Additional teachers and teaching assistant were employed through the Capacity Enhancement Grant (CEG), Senior Secondary Curriculum Support Grant (SSCSG) and donations from Wah Yan One Family to relieve workload of teachers.

Teachers of different subject panels could then meet more frequently and spend more time on designing and developing resources for enhancing teaching effectiveness.

2. Convening of panel meetings to discuss relevant issues

All subject panels except those with only one teacher had conducted at least two panel meetings in a year

Panel meetings are formal platform for teachers of the same panel to share ideas for enhancing teaching effectiveness.

2.3 Review of implementation of NSS curriculum as teams Strategies Achievements/Tasks accomplished Evaluation & Reflection

Review was carried out through meetings

Different subject panels reviewed implementation of the curriculum during panel meetings

A session was arranged for HKDSE markers to share their marking experience with Chinese teachers.

Shared experience provided useful feedbacks and information for fine tuning of teaching strategies, adjusting teaching schedules and refining learning tasks for better preparation of HKDSE.

2.4 Whole school approach in supporting SEN students


1. Training and sharing of problems and good

Participation in the Pilot Project on Enhancement of Support Services for Students

Parents participating in the scheme expressed deep gratitude for the



practices with Autism Spectrum Disorders (ASD) with case conferences involving parents, psychologists, social worker, Form Teachers, Subject Teachers, etc.

programme and teachers shared the mutual support.

Some teachers had different opinions on how SEN students should be treated. More communication is needed.

2. Sharing of information about SEN students

Identities of SEN students were shared among all teachers who may teach them.

The openness reflects the assumption of a community in which teachers share information to provide better and more coordinated support while they are trusted to keep things confidential.

This has answered the call for information sharing for some years.

Major Concern 3: Enhancing Organizational Effectiveness Intended Outcomes/targets 3.1 Developing more transparent systems


1. Develop key policies The workload system was reviewed and the rationale for the current system was explicitly shared in the Principal's meeting.

The willingness to share the approach and the difficulties behind was appreciated but some colleagues still found problems with some underlying principles in the current system.

The promotion policy and process were refined with all forms revised. The Principal shared with colleagues in detail the rationale and how this system works.

While promotion is always sensitive and controversial, colleagues understood better the process and rationale behind. The need for better involvement in appraisal by middle managers was revealed in actual experience in the year.

Establishment of salary ranges/scales for various contract posts (janitors, teacher

This has placed constraints on management but reduced uncertainty



assistants, clerical assistants, etc.) for contract staff. The system also made annual salary reviews easier

Self-evaluation form for annual interviews was revamped - making the evaluation more specific and more detailed.

Annual interviews/appraisal meetings became more focused.

3.2 Review and upgrade of the IT environment and communication system


Replacement of the old telephone system

The old telephone system was replaced by a more advanced system with functions that facilitate communication.

The system has just been installed, pending evaluation of its effectiveness in enhancing communication.

Some colleagues were reluctant to change to the new system.

3.3 Improve Corporate Communication with External Parties


Video production A video on students' daily life was produced and shown during the F.1 admission talk.

Parents and teachers found the video uplifting and a good representation of learning and campus life at WYHK.

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

2014-2015 school year, the CEG was used to employ two teacher assistants, a pastoral assistant and a

part-time teacher to relieve the workload of IVE, Liberal Studies, and ECA teachers. The summary

below describes how the grant was used in the college in 2014-2015 academic year.

1. A full-time teaching assistant was employed in 2014-15 at $211,053.02 to release the teaching of

Liberal Studies to help teaching and making teaching materials for Form Two to Six students.

2. To release the heavy workload of IVE and ECA teachers, a teaching assistant, a pastoral assistant and

a part-time teacher were employed in 2014-15 at $657,482.05 in helping religious formation, extra-

curricular activities, and Star Studio (School AV Team and Campus TV).


15. Report on the implementation of Refined English Enhancement Scheme 2014-2015

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.


16. Report on Learning Support Grant 2014-2015

No. Strategies Actual Implementation Time

Achievements Reflection & Feedback

1. Employment of EP and CP (part time)

1 September 2014- 31 August 2015

SEN students have shown progress in behavior, social skills and peer relationships because of the professional support from EP and CP.

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.

17. Report of Career and Life Planning Grant 2014-15 No. Objectives Strategies Achievements Evaluation (Reflection and feedback) Allocation of

the CLP

Grant

1. Developing

students’

awareness,

mindset,

knowledge,

reflections for

Life Planning

Life planning programs

implemented at different levels and

tailor-made for their different

stages:

F.1-2 – incorporated in Life

& Society curriculum

(Formation & Application of

Values) and Life Education

curriculum (support for new

students).

F.3 – life planning program on

Subjects Selection to be

implemented in Life Education

lessons.

F.4 – Career assessment and

career exploration programs to

be implemented in Form

Teachers’ Periods and Careers

Day.

F.5 – Career Mentorship

Scheme (in cooperation with

the Past Students Association)

and participation in Careers

Expo (in cooperation with other

secondary schools).

F.6 – University (JUPAS and

overseas) planning programs -

seminars, experience sharing

sessions, interview skills

workshop etc. would be held.

F.1-2 – The Life and Society curriculum and

Life Education curriculum was followed

through.

F.3 – A life planning program with 4 periods

with a main theme on ‘POSSIBILITY –

Possible Jobs’ and ‘F4 Subject Selection’

was held for F.3 students in April 2015.

F.4 : (1) Career assessment was done for all

F.4 students (by means of DISC by HKEYG

青協) in December 2014. (2) A career

exploration program with 5 professions

(Law, Engineering, Economics, Psychology,

Medicine) was held on March 27, 2015.

Students were able to attend workshops for 2

professions.

F.5: (1) Mentorship program – a Matching

Session was held on October 10, 2014 with

18 mentors and 58 mentees participated, a

Career Fair was held on March 27, 2015 and

an Interview Workshop was held on May 7,

2015. (2) Careers Expo coorganized

with Ho Tung College was held on

December 4, 2014 with 14 different

professions.

F.6 : (1) JUPAS Talk was held on September

19, 2014 (2) JUPAS Experience Sharing

Session was held on October 17, 2015 (3) E-

APP Talk was held on December 9, 2014

(4) Briefing on DSE Results Release Day

was held on June 29, 2015 (5) Talk on

University Interveiw Skills was held on

January 13, 2015.

F.1-2 – Life and Society and Life

Education panels had covered this part

successfully. The Careers Committee

reflected that it would be appropriate to

introduce life planning program to the F.2

students and this would be implemented in

the coming year.

F.3 - From the students’ survey forms it

was found that more than 90% of the

students found that the program was

inspiring and useful to them.

F.4 – (1) For the Career assessment, the

students did give very good feedback and

agreed that this assessment helped them for

their career choices. (2) For the career

exploration program, the students reported

that they were able to get a preliminary

knowledge about the entrance requirements

and the career prospects of these

professions. However they would like to

know more about the professions and the

Committee would like to introduce a taster

program next year.

F.5: (1) The mentorship program was well-

received and we had the highest number of

students this year – 58. According to the

feedback form the Career Fair was a huge

success and students found that the

information was useful. (2) Oral feedback

of the students on the Careers Expo was

that it was very useful and helpful.

F.6 : Students’ oral feedback were that the

talks were informative and helpful.

The CLP

Grant was

deployed to

pay for the

fees of

some of the

programs -

life

planning

program for

F. 3 and the

DISC

career

assessment

for F.4


No. Objectives Strategies Achievements Evaluation (Reflection and feedback) Allocation of

the CLP

Grant

2. To provide

individual Career

Counselling

Services

Individual counselling services

offered by the Careers Team.

More than 90 students (mainly senior form

students) sought individual counselling

services and this was offered by the Careers

Mistress and the Vice Careers Mistress.

The CLP Grant was deployed to employ

additional teaching staff so as to relieve the

two Career Mistresses for life planning and

counselling services.

The students appreciated the service and

the Committee did receive a lot of “Thank

you” feedback.

Additional

teaching

staff was

employed

3. To develop data

analysis services

to enable students

to make informed

decisions on

further studies

A Program Search Engine

(linked to university admission

figures) to be developed to help

students to search for eligible

university programs.

This program was completed in June 2015

and had been used on the DSE Result

Release Day to help in the counselling of

students for JUPAS choices.

Users of this program – including F.6

students and parents reported that this

program was very useful to them.

4. To disseminate

career information

through various

means

To develop a Careers Webpage

to help to disseminate

information on further studies

and career matters.

To disseminate career

information through various

means e.g. posters, imail

The Careers Webpage was introduced at the

beginning of the year

Other means – posters and imails were also

used to disseminate various career

information throughout the whole year

The number of visitors for the Careers

Webpage was still not satisfactory and we

would try to promote this more in the

coming year.

Students also need to be encouraged to read

imals.

5. To offer Job

shadowing and

work

experience/interns

hip programs to

senior form

students.

To offer at least two Job

shadowing and work

experience/internship programs

to senior form students

6 such programs were offered : (1) 俊和工

作體驗坊 (2) Leisure Services Branch (3)

香港文化藝術發展中心 (4) 麥當勞 360 度

職業訓練全體驗 (5) Computershare Hong

Kong (6) Programs by Hong Kong

Association of Careers Masters and Guidance

Masters

Participating students reported that they

had acquired practical and valuable

experiences from these programs.

6. To encourage and

support

professional

development in

Career and Life

Planning

To encourage our careers

teachers to receive structured

training on Life Planning

Education and Career

Guidance.

To support other teachers

(especially Form Teachers) to

receive training on life

planning skills and further

studies counselling.

One of our career teachers completed the 20

hour basic training on Life Planning during

the year.

The F.6 Form Teachers were invited to attend

放榜教師工作坊 2015 by 學友社 on 23

June 2015.

We had compiled a table on Further Studies

Pathway of DSE Graduates 2014 to help

the F.6 Form Teachers in their counselling

work.

We had sent out a support package on the

writing of testimonials to the F.6 Form

Teachers to help them to write

recommendation letters for the graduates.

Professional development was deemed to

be an important aspect and we would

continue to encourage our staff to take part

in it.

The F.6 Form Teachers did find the training

workshop and the support packages useful.


18. Report of School-based After-school Learning and Support Grant 2014-15 Name of school: ___Wah Yan College, Hong Kong_______________________________________________________________________________________________________________

Project Coordinator: _______Mr. David LUI _____________________________________ Contact Telephone No.: ____25722251___________________________________

A. The number of student (count by heads) benefitted under this programme is __162__ (including A. 0_ CSSA recipients, B. __11_ SFAS full-grant recipients and C. _151_ under school’s discretionary quota).

B. Information on Activities under the Programme *Name/Type of activity Actual no. of

participating Eligible

student #

Averag

e

attenda

nce rate

Period/Date activity held Actual

expenses ($)

Method(s) of evaluation

(e.g. test, questionnaire, etc)

Name of

partner/service

provider

(if applicable)

Remarks if any

(e.g. students’

learning and

affective outcome) A B C

1. Leadership Training Camp 2 26 98% 20-24 December 2014 $2,600 1. Attendance rate 2. Questionnaire 3. Services in school

Youth

Association

2. Orchestra Music Instruction course

2 50 90% Whole academic year $100,000 1. Attendance rate 2. Result of Music Festival

N.A.

3. Basket Ball Training Course at Taiwan

6 60 98% Easter Holiday $17,000 1. Performance in Hong Kong School Basket Ball Competition

N.A.

4. Volunteer Training Course 1 15 96% Whole academic year $1,000 1. Attendance rate N.A.

Total no. of activities: 3

@No. of participation counts 0 11 151 Total Expenses $121,200

**Total no. of participation

counts

162

Note: *Name/Type of activities are categorized as follow: 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.

@Participation count: refers to the aggregate no. of benefitted students participating in each activity listed above.

** Total no. of participation count: the aggregate of (A) +(B) + (C)

# Eligible students: students in receipt of CSSA (A), SFAS full grant (B) and disadvantaged students identified by the school under the 10% discretionary quota (C).

C. Project Effectiveness In general, how would you rate the achievements of activities conducted to the benefitted eligible students?

Please put a “✓” against the most

appropriate box.

Improved No Change Declining Not Applicable

Significant Moderate Slight

Learning Effectiveness

a) Students’ motivation for learning √

b) Students’ study skills √

c) Students’ academic achievement √

d) Students’ learning experience outside classroom

√

e) You overall view on students’ learning effectiveness

√

Personal and Social Development

f) Students’ self-esteem √

g) Students’ self-management skills √

h) Students’ social skills √

i) Students’ interpersonal skills √

j) Students’ cooperativeness with others √

k) Students’ attitudes towards schooling √

l) Students’ outlook on life √

m) You overall view on students’ personal and social development

√

Community Involvement

n) Students’ participation in extracurricular and voluntary activities

√

o) Students’ sense of belonging √

p) Students’ understanding on the community

√

q) You overall view on students’ community involvement

√

D. Comments on the project conducted Problem/difficulties encountered when implementing the project

(You may tick more than one box)

□ unable to identify the eligible students (i.e. students receiving CSSA, SFAS full grant);

□√ difficult to decide on the 10% discretionary quota;

□ eligible students unwilling to join the programme;

□ the quality of service provided by partner / service provider not satisfactory;

□ tutors inexperienced and student management skills unsatisfactory;

□ the amount of administrative work leads to apparent increase on teachers’ workload

□ complicated to fulfill the requirements for handing funds disbursed by EDB

□ the reporting requirement too complicated and time-consuming

□ Others (Please specify): ________________________________________________________

19. Financial Summary 2014-2015 (unaudited)

Wah Yan College Hong Kong Financial Report for 2014-15 Income Expenditure

I. Government Funds

a) EOEBG Grant

a1. Revised Admin Grant 175,626.86 189,765.00

a2. School & Class Grant 956,643.38 1,379,823.62

a3. Subject Grants 125,915.40 666,124.79

a4. Composite Furniture and Equipment Grant 424,876.03 652,912.80

a5. SBM Supplementary Grant 197,245.08 191,260.00

a6. Lift Maintenance Grant 29,700.05 51,050.00

a7. Staff Training & Development Grant 14,067.84 7,380.20

a8. Subsidies for Air-conditioning facilities in Prep Room 18,822.05 18,822.05

a9. Guidance Program Grant 7,122.50 11,300.70

a) Sub-total 1,950,019.19 3,168,439.16

(b)

b1. Clerk and janitors' Grant 3,362,280.00 3,296,693.97

b2. Capacity Enhancement Grant 557,148.00 615,563.93

b3. Noise Abatement Grant 266,288.00 154,420.00

b4. Composit IT Grant 369,649.00 400,245.01

b) Sub-total 4,555,365.00 4,466,922.91

c) Others Domain

c1. Teacher Salary 32,559,820.39 32,559,820.39

c2. Teacher's PF 3,339,861.60 3,339,861.60

c3. Lab Technician's Salary 1,016,220.00 1,016,220.00

c4. Lab Technician's Provident Fund & Admin Staff PF 519,012.18 526,885.67

c5. NETGratuity and travelling allowance 39,817.50 39,817.50

c6. Rent & Rates 654,970.41 653,170.41

c7. NSS Diversity Learning Grant (Music Joint School Program) 84,000.00 84,000.00

c8. Diversity Learning Grant (Applied Learning) 23,200.00 23,200.00

c9. Teacher Relief Grant 154,760.50 194,777.65

c10. Career & Life Planning Grant 517,620.00 443,813.00

c11. Learning Support Grant 716,227.00 457,000.00

c12. Extension ASD Pilot Project 188,100.00 179,928.00

c13. NSSCG 621,144.00 933,980.25

c14. Expenses for Establishment and Operation of IMC 329,768.55

c15. HK School Drama Festival 6,250.00 7,250.00

c16. Acquire Mobile Computer Device 95,430.00

c17. Extra Recurrent Grant under ITE4 66,740.00

c18. Websams upgrade 49,880.00

c19. Daily rate S/T IMC 63,591.00 63,591.00

c20. Jockey club wide learning Grant 21,450.00 21,450.00

c21. After-school learning Grant 27,000.00 27,000.00

c22. PTA Parent Education Program Grant 18,989.00 18,989.00

c23. Refund of Water Deposit and overpayment 40,745.01

40,774,948.59 40,970,403.02

c) Sub-total 47,280,332.78 48,605,765.09

Total a)+b)+c) -1,325,432.31

Total Deficit for Government Funds for 2014-15 -1,325,432.31

II School Funds

s1. Tuckshop Rental charges 257,500.00 51,500.00

s2. Tong Fai (F1-F6) for the year 2014-2015 597,000.00

s3. Wah Yan One Family Foundation donation 3,811,852.00 3,723,600.73

s4. Joint Schools Music Program 246,176.71 243,525.13

s5. Air-conditioning Fee F1-F6 (2014-2015) 227,070.00 180,000.00

s6. Hall rental charges received 18,260.00 20,000.00

s7. Insurance Fee for students 8,946.00 8,946.00

s8. Workmen Compenstation and long service severance pay 11,942.87 10,974.36

s9. Starlet 12,307.40 23,445.00

s10. Student Activities / Club & Society 58,972.10 71,608.90

s11. ESR Network program 20,984.00

s12. Pastoral Retreat 8,663.00

s13. Refined English Enhancement Scheme 49,000.00

s14. F1 Orientation 35,507.50

s15. Graphic Organizer 21,300.00

s16. Staff Welfare & Long Service Souvenir 9,996.00

s17. Registration Fee, MPF, Licence fee, Membership Fee, GSC subscription fee 54,519.50

s18. Scholarship 321,000.00 321,000.00

s19. Stock - ties and stationery 17,775.90

s21. Miscellaneous 31,360.20 36,748.90

5,602,387.28 4,909,094.92

Total surplus for School Fund for 2014-2015 693,292.36

Deficit for the year 2014-2015 -632,139.95


20. Donors for School Development Project (in 2014-15 academic year)

Wah Yan College, Hong Kong wishes to acknowledge with gratitude the generous support of the

following donors:

15th HK Group Wah

Yan College, The

Scout Assn. of

Hong Kong

Au Y.M. Herman

Bodo Chung

Chan Chung To

Chan Hing Shuen

Chan K.S. Louis

Chan Ka Hang

Clement

Chan Ka Kin

Chan Ka Ying Kelvin

Chan Kin Kun

Chan Pui Yan

Stephen

Chan Shun Tung

Longmas

Chan Siu Chun

Nodin

Chan Vincent Wah

Ho

Chan Wah Shing

Chan Wai Hung

Edward

Chan Wing Hing

Chan Wing Tim

Chang Kelly

Chen Ka Wai

Chen Wai Ming

Cheng Hei Tung

Cheng Ka Lok

Michael

Cheng Kat Hong

Simon

Cheng Ming Fung

Aloysius

Cheng T C Patrick &

Vivian O S Wong

Cheung Chi Ho Tony

Chiu Kan Yan Denny

Choi Hoi Chung

Jason

Chong Chee Yee

Chong Chi Leung

Chu Yu On Andy

Class of 1959

Edcom Limited

Fang Jin Sheng

David

Fong Ching Eddy

Fong Wai Wayne

Fung Tin Lun John

Ho Shiu Woon

Ho Tak Hay Richard

Ho Tat Shing

Hong Man Yiu

Dominic

Hu Fai Chung

Hu Tat Wing

Hu Tat Wing Benny

Hui Chee Hung Paul

Hui Chee Yin

Andrew

Hui Lawrence

Hui Sai Ki

Hui Shi Kuen Peter

Hui Wai Keung

Joseph

Hung Yiu Kei

Ignatius Wan Chiu

Wong

Ip Ka Fai

Jor Wing Keung

Dennis

Kan Yuet Ying Ginny

Kwan Cheuk Yin

William

Kwan Ping Yiu

Martin

Kwok Ka Chu

Kwok Kelvin

Kwok Wai Chi

Kwok Yung Lo

Kwong Siu Fai Eric

Lai C.K. Kenneth

Lai King Teen

Lai Koon Shing

Lai Pui Yin Ada

Lai W.Y. Stephen

Lam B.L. Dominic

Lam Chi Wan Edwin

Lam Ho Man

Lam K.T. Joseph

Lam Wan Ho

Godfrey

Lau Chui Wah

Lau Cissy

Lau Fu Keung

Lau H.K. Steven

Lau Ka Fei

Lau Steven

Lee Chuen Wan

James

Lee H.N. Anthony

Lee Kam Wah

Michael

Lee Kin Wan

Kenneth

Lee Shing Kwong

Lee T.K. Al

Lee Tsz Kwong

Lee W.H. Augustus

Lee Y.S. Richard

Leung Yiu Kau

Stephen

Leung Yue Man

Michael

Li Kwok Sheung

Li Ping Chung

Li Shing Fu

Li Siegfried

Christopher

Liu Hon Por Francis

Lo Cheuk Lun

Lo Fong Chung

Thomas

Lo Ka Chung

Charitable

Foundation

Limited

Lo Wai Kee

Lo Wing Nin

Raphael

Lok Wah Hong

Fashion Ltd.

Ma Chi Yuen Fred

Ma Ka Fai

Ma Kwong Wing

Ma Leung Sang

Mak Sui Fai

Mak Wah Hung

Daniel

Miu L.K. Kenneth

Moral Properties Ltd

Ng Chi Chung

Francis

Ng Wing Ling

Poon Tsz Kit

Shiu Eugene

Sia Shing Sang John

So Chung Wai

Sung Nee

Tam Kwok Hung

Peter

Tam Wong Mary

Tan K.F. Frederick

Tang Bosco

Tjen Michael

To Wing Fu

Tong Wai Kwong

Towie Fong

Tsang Yee King Ryan

Tse Wun Chai

Herbert

Tsui Chun Kit

Wong Ka Man

Carmen

Wong Kai Fun

Kenneth

Wong Lily

Wong Mei Yee Eliza

Wong Ping Yee

Natalis

Wong Shu Wing

Wong Shu Wing Joe

Wong Siu Lin

Yau King Fai

Yau Siu Lun William

Yen Ping Sei

Yeung Chiu Fat

Henry

Yeung Chow Chiu

Ping

Yeung Kin Fai

Yip Yuk Chun

Frederick

Yiu Kwok Fai Peter

Yu Ka Kui Gabriel &

Ling Lai Sheung

Priscilla

Yu Man Wai

Raymond

Yu Mun Kee Roy

Yung Ka Hang

Yung Kai Tai

Documents

A. M. D. G. - Wah Yan College, Hong Kongweb.wahyan.edu.hk/attachments/article/289/School Annual...Daily Mass and monthly Benediction are offered to students who are interested in attending