A. M. D. G.

WAH YAN COLLEGE, HONG KONG (College of Christ the King)

School Annual Report

2013-2014

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Our School

Wah Yan College was founded at 60 Hollywood Road, Hong Kong on 16th

December 1919, by Mr. Tsui

Yan Sau Peter. It became the first grant-in-aid secondary school in 1922. The college was transferred to

the care of the Jesuit Fathers on 22nd

December in 1932 with Rev. Fr. R.W. Gallagher, S.J. as the first

Rector. In 1955, the college moved from Robinson Road to the present premises at 281 Queen’s Road

East. From then on, new buildings have been constructed to improve the facilities for the students. In

1987, Mr. Gordon Wu Ying Sheung, a past student, donated the new annex, the Gordon Wu Hall to Wah

Yan College, H.K. In 2005, Phases I & II of the School Improvement Project were completed in April, the

building was named Francis H. B. Wong Teaching Building. In 2014, Phase III of the Project was

completed in June, the building was named Wu Jieh Yee Building.

In the long history of the provision of educational services in Hong Kong, Wah Yan College has observed

the Ignatian Pedagogy and the guidance of the Society of Jesus to nurture our students.

Vision of Jesuit Education in the Chinese Province

“We offer a holistic, liberating and transforming Catholic education within a learning community

for students and staff to become progressively competent, committed, compassionate, spiritual, and

ethically discerning persons with a universal heart contributing to the welfare and happiness of all,

in particular the poor and the neglected.”

School Mission

In accordance with our Catholic belief in God’s love and Chinese culture, we aim:

1. 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.

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

School Management The top administrative unit in Wah Yan College was the School Management Committee. It is composed

of 7 representatives from the sponsoring body, 1 parents’ representative, 1 teachers’ representative, 1 past

students’ representative, 1 independent representative and the principal.

The School Management Committee met 4 times in 2013-14. Under the School Management Committee

are the Supervisor, the Principal, the Vice-principals, and functional committees that are responsible for

the various functions including the provision of advice and the formation and implementation of policies.

The chart below shows the administrative structure of the school in 2013-2014.

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Campus

The campus covers an area of over 220,000 sq. ft., in the middle of a verdant green environment. It is

made up of a 3-storey spacious classroom wing, a laboratory wing together with the other Y2K standard

teaching facilities in Gordon Wu Hall, the Francis H.B. Wong Teaching Building and the Wu Jieh Yee

Building. We are also proud to have a beautifully-designed chapel at the centre of the campus. Facilities

include three football playgrounds and a covered playground, a library, two computer rooms, a creativity

laboratory, a computer-assisted learning room, four science laboratories, a music centre, a visual arts

centre, an integrated humanities centre, 7 interactive learning rooms, a student activity centre, a basement

activity centre, a gymnasium and a canteen. The new school hall can seat 1000 personss and is large

enough to accommodate all the staff members and students. Designed in a way that can be converted to

a standard basketball court with spectator stands, the new hall is an excellent multi-purpose venue for a

wide variety of sports, artistic, social as well as academic functions.

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Teaching Staff

Our teaching staff consisted of 58 teachers, 2 laboratory technicians, 6 teacher assistants and 1 pastoral

assistant. We believe teachers are key to nurturing promising students. The information below shows

the profile of our teaching team.

Page 5

Students

Students are what Wah Yan College exists for. There were a total of 814 students at the start of the

academic year 2013-14. The breakdown of classes and number of students in each form is as follows:

Class Arrangement

*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. 26.1% of Wah Yan students were Catholic.

In 2013-2014, there were altogether 191 active learning days arranged for students. As the F.6 students

had to take their public examinations during the second term, they had 106 learning days respectively.

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

Statistics of Students

Level Year F1 F2 F3 F4 F5 F6 Total

2013-2014 4 4 4 4* 4* 4 24

Level Year F1 F2 F3 F4 F5 F6 Total

2013-2014 141 132 133 130 126 113 775

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Students’ Learning

The aim of Wah Yan’s curriculum is to enable students to take their place as balanced young adults in the

modern world. We seek:

． to develop fully in them skills and knowledge and to provide them with the enrichment which will be

needed for life in its widest sense.

． to inculcate students with enthusiasm, honesty and open-mindedness, respect and consideration for

others.

． to provide an environment in which students, staff and the Jesuit Fathers can work purposefully and

live together harmoniously; and in which each student will find areas of happiness and have the fullest

chance to develop the talents he possesses.

Although English is the major medium of instruction in the College, our students are encouraged to know

and appreciate their own culture, and to develop the ability to express themselves both in Chinese and

English precisely, clearly and eloquently. Religious Education, named Ignatian Value Education, is

included in the basic curriculum of the College. Daily Mass and weekly Benediction are offered to

students who are interested in attending.

In 2013-2014, the school adopted the following curriculum:

Forms 1-3

We adopted a mixed ability mode in learning and teaching in Forms 1 to 3. Our curriculum aims at

establishing a solid foundation for our students. Language Arts in English and classical Chinese

appreciation are embedded in our English and Chinese Language curriculum. Putonghua is provided to

help students to speak and listen to the national dialect.

All students in Forms 1 and 2 studied English, Chinese, Mathematics, Ignatian Value Education, Chinese

History, Computer Literacy, Geography, History, Integrated Science, Life and Society, Music, Physical

Education, Putonghua and Visual Arts. Students were randomly allocated to their classes.

All students in Form 3 studied English, Chinese, Mathematics, Ignatian Value Education, Biology,

Chemistry, Chinese History, Computer Literacy, Geography, History, Liberal Studies, Music, Physical

Education, Physics, Putonghua and Visual Arts.

Forms 4-6

2013-2014 was the fifth year since the New Senior Secondary curriculum has been implemented in 2009.

All senior form students study English, Chinese, Mathematics, Ignatian Value Education, Liberal Studies,

Physical Education, Arts and Music Appreciation, all Form 4 students studied 3 elective subjects.

Elective subjects offered in 2013-2014 included: Business, Accounting and Financial Studies, Biology,

Chemistry, Chinese History, Ethics & Religious Studies, Geography, History, Information &

Communication Technology, Music and Physics. Students were allowed to study Applied Learning

subjects offered by other institutions in exchange for an optional subject they took in Form 4 when they

were promoted to Form 5.

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Academic Performance 2013-2014

As indicated in the graph above, our students performed very well in the HKDSE examination this year.

Not only did they outperform significantly the average of all Hong Kong schools (e.g. the number of 5*

or above that our students got was more than 4 times the Hong Kong overall average). They also made

general improvements over results in 2012/13. In fact, the result this year is the best since the HKDSE

examination was introduced.

Most of our students chose to further their studies locally. Of those who did so, about 65% were offered

degree programmes. Among different institutions, HKU has the largest share, constituting 37% of all

local degree offers. With offers skewed towards more high ranking universities, it might be inferred that

our students are more aggressive in their Programme choices, probably because they would rather study

abroad than to read a Programme they are not enthusiastic about.

Four got into medicine (two HKU and two CUHK) and six into law (four HKU and two CityU).

However, it is also interesting to note that two of the top five students have chosen something less

conventional given their excellent grades - one in journalism and the other in a double degree in English

and English Education.

A follow-up survey of graduates of 2010, 2011 and 2012 who were not offered degree programmes at the

time of their graduation indicated that about 90% were already admitted to degree programmes in

September, 2014.

0

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40

50

60

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100

5** 5*+ 5+ 4+ 3+ 2+ 1+

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2014 HKDSE Examination Performance

HK Schools Wah Yan HK

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Students’ Achievements in Other Disciplines

Academic

University Dean’s List Hong Kong University

Cheng C. Chiu Scholarship for Outstanding Medical Students, HKU

Foundation Scholarships for Outstanding Students

Lau Chun Ling MBBS

HKU Foundation Scholarships for Outstanding Students

Chiu Chun Ting BBA (Law)

Chow Ka Chun BBA (Law)

Lai Hoi Hin Hugo LLB

Tang Chi Hei Geoffrey BBA (Acc & Fin)

Tsang Kieran Daniel BDS

Tsoi Man Ho MBBS

Chan Kwok Leung Tommy BBA (Law)

HKU Chan Wing Kan Prize in Chinese Language

Ho Ka Chun BEd (LangEd)

HKU Patrick SC Poon Scholarship in Actuarial Sciences

Li Chi Yu BSc (ActuarSc)

HKU Worldwide Undergraduate Student Exchange Scholarships

Lo Chun Man Jonathan BSc

HKU Serena Yang Prizes in Nursing Studies

Luk Tsu Tsun BNurs

HKU Rosita King Ho Scholarships

Vacoas II Trust Scholarships

Yeung Lok Ken BSc

HKU Chiap Hua Cheng’s Foundation Scholarships

Chu Kai Hong Anthony BA (ArchStud)

HKU Worldwide Undergraduate Student Exchange Scholarships

Hung Ting Ka BSocSc

Yeung Heung Tsun BEcon&Fin

HKU Mun Gold Medal and Prize in Psychiatry

Tsang Pui Lim MBBS

The Hong Kong University of Science and Technology

Dean’s list Award 2012-13, School of Engineering

Wong Hiu Hei

Dean of Engineering Scholarship 2012-13

Lai Tsun Tat

Page 10

Dean List, 2013-2014

Chan Ming Chung

Chow Pak To

Centennial College President List 2012-13

Lai Wing Hei BA (Honours)

Scholarships and

prizes Hong Kong Institute of Certified Public Accountants

HKICPA Scholarship for Secondary School 2013-14

Lam Cheuk Ting

Cambridge International Examinations

Outstanding Cambridge Learner Awards, Hong Kong

First in Hong Kong Region in Cambridge IGCSE Accounting

Abraham Lau Kwun Hang

香港廣東社團總會慈善基金獎助學金

林家輝

香港物理奧林匹克委員會

第十届泛珠三角物理奧林匹克暨中華名校邀請賽

物理綜合試二等獎

梁釋之

Other Learning Experiences

English The 65th Hong Kong Schools’ Speech Festival (English Section)

First:

Kwong Hoi Chun Hadrian

Wong Kar Ho Toby

Ling Chung Yin

Chiu Chi Kan

Ho Pok Man

Second:

Yiu Kam Ming

Chan Yu Kiu Victor

Choral Speaking

Third Kwan Cheuk Tin Constantine

Chan Hon Yin

Cheung Sau Kuen

Cheng Kwan Ho Kristopher

Derek Fung

Pang Tsz Ming

Kwong Hoi Chun

Page 11

中文 第 65 届香港學校朗誦節–粵語組中三、四級男子詩詞集誦冠軍

香港華仁書院

第 65届香港學校朗誦節–粵語組中四詩詞獨誦冠軍

朱威諤

2013-14 年度第八届 善言巧論–全港學生口語溝通大賽初中組經典朗

讀項目小組優異獎

阮浠舜

第 65届香港學校朗誦節（普通話朗誦）中一二級詩詞獨誦冠軍

冼海鍩。

中三、四級詩詞獨誦組季軍

何漢銳

中三、四級散文獨誦組季軍

李景峰

中一、二散文獨誦組亞軍

王致恒

第 16届粵港澳普通話大賽最具潛質大獎

吳英瑞

第 38屆全港青年學藝比賽 全港青年普英雙語演講比賽 冠軍

鄭君浩

Calligraphy 第十八届全港中小學英文硬筆書法比賽

初級組

冠軍︰傅明

亞軍︰阮浠舜

季軍︰鄭善陽

高級組

冠軍︰岑子灝

亞軍︰李卓龍

季軍︰黎浚琛

第十八届全港中小學中文硬筆書法比賽

初級組

冠軍︰陳朗亨

亞軍︰郭子軒

季軍︰郭澧霆

高級組

冠軍︰李國臨

亞軍︰歐陽煒楨

季軍︰黎浚琛

Page 12

Chess 2013-14 年度全港中學生中國象棋高中團體季軍

蔡雲翔 丁啟中 黃浚銘

黃揚 蔡坤銘 梁建安

2013-14 年度全港中學生中國象棋學校團體亞軍

蔡雲翔 丁啟中 黃浚銘 黎子揚 孫景賢

黃揚 蔡坤銘 梁建安 陳煒聰 莊謙成

第九届國慶杯象棋賽初中組團體冠軍

香港華仁書院中國象棋隊

莊謙成 陳煒聰 孫景賢

2013 ichess 聖誕盃中國象棋賽高中組團體冠軍

蔡雲翔 蕭卓堯 丁啟中 黃浚銘 何智楷

2013ichess聖誕盃中國象棋賽初中組團體季軍

莊謙成 孫景賢

香港圍棋協會主辦第十三届香港業餘圍棋公開賽九龍工業學校盃季軍

陳偉匡 張俊瑋 丁啟中

黃偉翔 古浩天 郭子軒

香島杯第二十届全港中學校際中國象棋賽亞軍

蔡雲翔 陳煒聰 莊謙成

Debating HKSDC Junior English Debating Tournament

Crystal Final Runner-up

Kwong Hoi Chun Hadrian

Allen William Judge

Joseph Ng Lok Yu

Best Speaker

Kwong Hoi Chun Hadrian

青苗盃﹒亞軍

張晉偉 王以政 張焯鏗 蔡雲翔

德信盃初中辯論賽﹒冠軍

Drama 第五屆灣仔戲味戲劇比賽公開組及校際組決賽

華仁劇社(Chinese Drama Team)︰劇目《棋•望愛》

得獎項目

1. 最佳整體演出獎

2. 優異導演︰鄭善聰

3. 優異演員︰譚家鏘

4. 優異劇本

5. 優異舞台管理

6. 優異舞台美術

Page 13

2013-14 社區資本校際話劇比賽﹒最優異演員獎

姚賀之 謝浩樑

香港中學生才藝大賽 Sparkles 2013﹒最具人氣大獎

張文晉 陳朗日

香港話劇團舉辦 2013 全港中小學普通話讀劇藝術節

趙子謙 俞柏熙

Music First in Sonata, Hong Kong Youth Piano Competition 2013

Yu Yiu Chung Arthur

Symphony Orchestra Silver Award, Music

Wah Yan College Hong Kong

Sports Hong Kong Schools Sports Federation

BOCHK Bauhinia Bowl Award 2012-13—Boys Schools

BOCHK Outstanding Athlete Award 2012-13

Fencing— Ng Ho Tin

Inter-School Badminton Competition (Division One)

A Grade : 3rd place Fok Lap Him Matthew

Cheung Spencer Tat Yiu

Cheung Pak To

Kwok Reynold

Leung Shun Hei

Yu Kai Yiu

Tang Hoi Kit

So Chun Yu

Volunteer Services 香港紅十字會

青年及義工事務部

1) 青年護理比賽 2013-14

季軍︰區慶麟 黃致康

2) 傑出青年團比賽–港島總部

季軍︰高思敬 朱璟元

Page 14

Administrative Highlights 2013-2014

This year was the fifth year in which the College has operated the New Academic Curriculum system. In

terms of subject selection, curriculum design and administrative arrangements, the implementation was

smooth and successful. Fine-tuning of the subjects in teaching depth and pace has been carried out. For a

better preparation of students for HKDSE, supplementary lessons and extra lessons after school for Form

5 and 6 were introduced. Old boys from various universities were invited to share with students on the

method of study and programme choices in JUPAS. Students who are weak in the electives were allowed

to drop one elective after the Mid-year Examination in Form 5. They were arranged to have private study

in the student library. It has a positive effect in improving the overall results in the electives.

SBA was a big concern to many teachers when it was first introduced. Teachers have become more

familiar with the DSE curriculum as they strived to better prepare our students. With the concerted efforts

of the department heads and subject teachers, all the tasks were carried out in accordance with the

regulations and no students failed to meet the SBA requirements. All marks were submitted to the

HKEAA online before the deadlines.

All subject departments conducted departmental meetings to evaluate the implementation of the NSS

curricula and the discrepancies reflected in the Value-added Reports. Reflections and suggestions have

been proposed in the departmental and school level. The feasible ideas will be included in the

implementation plans by the school for the coming years.

Overall HKDSE results were satisfactory with 18.6% of all subject-seatings achieving Levels 5** or 5*

and 66.4% Level 4 or above in all examination subjects.

With the support of the Wah Yan One Family Foundation and also the Jesuit Educational Fund, we could

continue the implementation of small class teaching in the junior forms for English, Chinese, and

Mathematics. In addition, to enhance flexibility of subject choice and minimize the need for changing

classes and rooms for different subjects, we divided the four classes of F.4 and F.5 into five groups. This

arrangement would continue for at least three years to complete a cohort before a review is conducted.

The HKU conducted an evaluation of Small Class Teaching (SCT) in junior forms and concluded that

“…SCT, as is practiced at the Wah Yan Colleges, has proved to enhance the learning community which

has always been conducive learning environment.”

For Sports development, numerous training camps were organised to enhance team spirit, to improve

skills and to broaden their horizons. We are again grateful for the WYOFF for funding. The cheering

team organized by the Student Association has helped to enhance the fighting spirit among them. These

occasions surely inspired many Wahyanites to strive for excellence. As an indicator of our achievement,

we ranked fifth among all boys' schools in Hong Kong Island and Kowloon based on an aggregate

scoring system that encompasses 17 different sports.

Students currently enjoyed a host of music activities through the rehearsal space and practice rooms of the

4th

floor Music Centre in the Wong HB Teaching Building. The focus for this year was at the continual

encouragement of fostering ensembleship skills and as such distinguished players from local orchestras

and abroad had visited the school. Good results were attained in the annual Hong Kong Youth Music

Interflows (Symphony Orchestra) and also in the 66th

HK Schools Music Festival. The Music Department

had been ably assisted by the student members of the Music Society and Music Scholars who had held

lunchtime concerts and the successful Talent Time Heats and Final.

The 47th

Student Association Iznova had extended the good work undertaken by the cabinet from the year

before by incorporating comments from different stakeholders. Notable external highlights of the year

were the Christmas Ball held with Ying Wa Girls’ School, the Go, Observe and Learn programme in

April and Ganzen, the Leadership Training Camp in July with St Mary’s Canossian College. Other events

included the Junior Leadership Programme and an orientation day in September for F.1 students. The SA

Page 15

revamped the Student Fiesta through a series of coordinated House activities supported by the PE

Department which was well received by the students. They also lent support to the Music Society to

organize the Talent Time Finals.

The achievements of students in other areas were encouraging, especially in Chinese debating and drama

competitions. Also, the WAMFO continued its excellent coordination with our Wahyanites to provide

social services to the wider community. In addition, different exchange programmes have been organised

to help our gentlemen to learn from others and to be exposed to different cultures and systems.

The School Development Project (SDP) was implemented in three phases. Phases I and II commenced in

2002 and provided 3000 square meters of new facilities at the cost of $45 million and is now known as

Francis H.B. Wong Teaching Building. It was officially opened by Sir Donald Tsang in 2006. Phase III of

the SDP is the redevelopment of the school hall, which commenced in 2010 at the cost of $120 million

and was at last completed in June 2014, six months behind schedule. This new school hall complex,

known as Wu Jieh Yee Building, provides a state of the art environment with an area of 3600 square

meters for learning and teaching as well as all round development for our students. It will be officially

blessed and opened on 20th

September 2014. To upkeep these new buildings, we are planning to raise

another $10 million for the Maintenance Fund.

For student support, seminars and workshops had been arranged to help Form 6 students to prepare for

HKDSE 2014. We have also invited alumni to share their study and career experiences. For those special

educational need students, we have arranged our school counselling specialists to provide support to them

in addition to support by counselling teachers. Students were also encouraged to apply for scholarships

and join different leadership programs organized by NGOs.

Students in general are well behaved. The Discipline Committee focused on monitoring students' attire

including their uniforms and hairstyles. In addition, we also took steps to reverse the trend of habitual

tardiness that has been of our concern recently.

There were three main targets that the Counselling Committee was working on this year. They were

JASER scheme (big brother scheme in our school), support for repeaters and students with special

educational needs. Besides, we had individual interview sessions for those who were in need.

The Careers and Further Studies Guidance Committee had provided comprehensive support for students’

careers planning in the year. Our support included career counseling services, assessments tests, talks -

JUPAS talks (for parents as well), E-APP talk and others, Mentorship scheme, liaison with local and

overseas universities on different schemes and helping students in applying for local and overseas studies.

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Reflections on Major Concerns in 2013-2014 School Annual Plan and Development of the New School Development Plan

The college has a proud tradition of the provision of whole-person education as specified in the Profiles

of Students at Graduation in Jesuit Education. In the Annual Programme Plan of 2013-2014, four major

concerns were addressed to stress the aspects of important adolescent development of our students. The

major concerns are Academic Excellence, Positive Thinking, Self-discipline, and Mutual Respect.

Academic Excellence

Colleagues had prepared various strategies to further improve academic performance. At the level

of subject panels, the English Language panel, Biology panel, Music panel, Putonghua panel adopted the

strategy of assessment for learning, students were given feedback after tests and examinations, so as to

achieve a higher efficiency of learning. Extensive reading across the curriculum was encouraged in

English Language panel. Displaying good works of students was done to recognise the efforts of students

and encourage appreciation of works of schoolmates. The English Language panel, Biology panel,

Chemistry panel, Economics panel, Integrated Science panel, Music panel adopted this strategy. To cater

for the learning diversity of students as well as SEN students, various panels introduced timely

intervention, panels which included this strategy were English Language, Biology, BAFS, Economics,

IVE, Liberal Studies, Music panels. English panel referred students who were suspected to have special

education needs to our psychologists for advice and support. To further address the difference in

learning capacity of students, more challenging tasks were given to high achievers, BAFS, Chemistry,

Economics, English, Integrated Science panels adopted this strategy. Some subject panels initiated their

own strategies in helping students to strive for excellence. The Liberal Studies panel adopted a new

approach of implementing IES. Self-learning was promoted by Biology, BAFS, Geography, Liberal

Studies, Physics panels through giving materials, exercises, quiz on-line. Mathematics and BAFS panels

encouraged students to participate in activities and competitions to expose themselves for greater

challenges to train them to achieve higher standards. For mathematics students, they were recruited into

training classes and provided with opportunities to join inter-school competitions. Students were

encouraged to read extensively by English Language panel. The Integrated Science panel had bought

books about scientists and science stories for students. The IVE panel reported that colleagues developed

reading habit through reading scriptures together with students in lessons.

In order to let the colleagues know better the nature of learning, the Staff Development Committee

organized a Workshop on Brain-based Learning II, which was the continuance of the previous workshop

held in 2012-13, in a staff development day. The Counseling Committee organized Form 4 JASERS to

help F.1 students in their studies, and form study groups among repeaters to enhance their confidence in

learning. The ITEC continue to facilitate colleagues to utilitze eClass resources in on-line self-learning

for students. The Student Support Committee, and Careers and Further Studies Guidance Committee

nominated a number of elite students to external scholarships and gifted-education programmes as

recognition of students for their outstanding achievement and potentials.

Mutual Respect

According to the reports of subject panels, on the whole, students show greater appreciation and

respect to others. Liberal Studies panel reported that students could show due respect to one another in

their class presentations in general. Geography panel reported that most of the students could respect

others. Counseling Committee reported that students wrote Thank-you cards to their JASERs to express

their gratitude. Discipline Committee reported its observation as “90% of the students show self-

discipline, self-control and respect to the school.”

In science subjects, it was reported that students are respectful and responsible, there were no

damage of apparatus, by which it proved students could keep the apparatus in good order.

In a nutshell, although fewer strategies were proposed and later reported in documents, there was

indication showing mutual-respect among students and staff in the college.

Page 17

Self-discipline

Students are well behaved in general. Responsibility and punctuality were emphasized in the

strategies suggested by subject panels. Subject panels including e.g. Chemistry, Economics, Integrated

Science reported improvements in punctuality. Geography panel also reported that students in general

attended class punctually.

While sense of responsibility was observed in the effort of maintaining cleanliness of classroom,

Biology and Chemistry panels mentioned cleanliness of apparatus and bench could be maintained.

Students as reported by science panels also paid good care to apparatus and bench. Contrary to Chemistry

teachers who were satisfied with the cleanliness of classroom floors, Computer Studies panel revealed

more litter was found in the Computer Room.

As an indicator of civil responsibility, classroom and campus cleanliness has been emphasized for

years. Teachers closely monitored the cleanliness of the campus. For instance, in the IVE panel,

cleanliness of their classroom had been cultivated before the start of each lesson. In all science subjects,

students were requested to take good care of laboratory apparatus. In Biology lessons, students had been

asked to clean their apparatus in 70% of their experiments and they were also asked to put their stools

under the table after each lesson in the laboratory. It was reported that breakage was not serious in

Integrated Sciences Laboratory and there was no accident.

Positive Thinking

Positive emotions are contagious so having a teacher or student who is positive can help the other

students to be positive and work to the best of their abilities. Being positive is a crucial property of a

competent, complaisant leader. The school believes that students who think and act positively, not only

benefits themselves, but help to bring the community towards optimism and altruism. The following

strategies were implemented to meet the objective.

Positive thinking was encouraged in lessons. BAFS panel gave constructive feedbacks in most of

their assignments, i.e. correct answers were ticked while wrong answers were not crossed out but attached

with correct answers. 90% students reported that this way of marking would encourage them. The theme

or content of assigned artworks was about positive messages. 20% of students’ work carried positive

messages.

In the Mathematics panel, members showed appreciation of students using alternative methods in

solving mathematical problems. Good solutions were posted on the notice board to encourage students to

pursue alternative methods. Similar to the Mathematics panel, the Visual Arts panel encouraged

students to use different ways to solve problems and difficulties. It was reported that students had

demonstrated creativity and problem-solving skills. In preparing testimonials of students, the Careers and

Further Studies Guidance Committee encouraged teachers to use positive wording and tone.

Many colleagues established ‘positive’ class rules to nurture positive thinking among students.

Panels which adopted such strategy were Liberal Studies, , Economics, Integrated Science. The IS panel

reported that teachers found the students’ discipline in the laboratory was improved, teachers were

generally satisfied with the students’ behaviour.

Positive thinking was emphasized not only among students, but also among colleagues. Buddy

Observation was continued for the sharing of the good practices among teachers. The Staff Development

Committee organizaed a workshop on Positive Thinking. 82% of teachers found the workshop

satisfactory. 80% of teachers said that they would apply what they have learnt from the workshop to their

teaching. 86% found the workshop useful for their personal growth while 76% found it useful for their

educational work. Buddy observation and sharing of teaching ideas and materials were common in

English Language panel and Geography panel. Co-teaching was reported in the English Language panel

to ensure colleagues learnt from one another. Good quality works of student were displayed as good

role models.

Page 18

Reflections on the implementation of annual school plan 2013-2014

As pointed out in the report of the External School Review in 2010, our Major Concerns (MCs) could be

more specific, leading to more specific plans. Over-general Major Concerns also make evaluations

difficult. On reflection, this might partly be due to the process through which the School Development

Plan and Major Concerns were usually developed at the school. There is a need for more in depth

discussion and clearer articulation of the focus and implications of the MCs. For them to be appropriate

to the context and thus meaningful to colleagues, students and other stakeholders, better alignment with

the school’s unique tradition, vision, and student backgrounds as well as their ability to meet the

challenges faced currently (or in the foreseeable future) by the school and students would be helpful.

Based on this reflection, the school set about developing the new School Development Plan 2014-17

(with its new set of Major Concerns) by making reference to (a) the tradition, vision, and mission of the

school, (b) the unique challenges and opportunities faced by the school at this juncture, (c) the economic,

social, technological and higher education environment faced by our students, (d) concerns and

aspirations expressed by teachers as well as (e) feedbacks in the latest External School Review in 2010.

With these considerations in mind, and through a process of consultation by way of the Administrative

Committee, the All Heads’ Meeting (consisting of Panel Heads as well as Heads/Chairs of Functional

Groups), the Principal’s Meeting and the School Advisory Committee, the proposed new School

Development Plan was amended, refined and polished. The proposal was then considered and approved

by the School Management Committee in June, 2014.

The theme for the new School Development Plan is “Building Capacities for Sustainable Development”.

Under this theme are three Major Concerns : (1) Cultivating Self-directed Learners, (2) Facilitating

Development of a Professional Learning Community and (3) Enhancing Organizational Effectiveness.

In terms of tradition, the School is renowned for its liberal approach and the MC on Self-directed

Learners is in line with this tradition but with the focus put on responsibility for one’s own learning.

The MC on Learning Community is also in line with brotherhood but with an added emphasis on

learning. Likewise, these two new MCs echo the vision statement, in particular those parts relating to

offering of a “liberating” education within a “learning community for students and staff” so that they can

become “progressively competent”.

In terms of the current challenges of the School, we shall be celebrating our 95th Anniversary but there

are very few Jesuits who are involved in frontline teaching or daily management now. How can the

Jesuit approach to education be sustained over the long run and what adjustments do we need to make to

our management approach and organizational structure / processes in the transition to daily leadership by

lay staff? The theme of “Building Capacities for Sustainable Development” and its two MCs on

Learning Community and Enhancement of Organizational Effectiveness address such issues directly.

The new school hall complex will be in use from the new school year 2014/15 onwards. Together with

the old buildings and facilities, they constitute the physical setting of the community. How can we make

them more conducive to learning? What are the things we need to upgrade or revamp to enhance

efficiency of the organization?

In terms of student characteristics, given that the overwhelming majority of our students are among the

top students in Hong Kong, they do have the competence to become Self-directed Learners. With the

“explosion” of information available at their fingertips, it is also imperative that they be given a bigger

role in their learning. When we consider the post-industrial, knowledge economy and the pluralistic

society they will face when they graduate, those who can be Self-directed Learners able to work with

team members within a Learning Community would be able to contribute much.

Page 19

As for teachers, their concerns relate to students’ academic performance as well as the transparency and

effectiveness of the management. Thus, the first two MCs that focus on learning and the third on

organizational effectiveness would in some way address their concerns.

The new MCs also address suggestions in the last External School Review. Besides advising that MCs

could be more specific, the report also recommends that students develop independent learning skills, that

the school should promote self-discipline and self-management and encourage students’ reflective

learning. Such suggestions could somehow be incorporated into the MC on Self-directed Learners. The

report also advises that the school should build staff capacity for continuous school development, and

widen the scope of sharing and collaboration. These might be addressed through the MC on Learning

Community.

So to conclude, based on reflection on the Major Concerns in the past and reference to the tradition,

vision and current challenges of the school, student characteristics and the world they will be facing when

they graduate, teachers’ concerns and feedback in the last External School Review, the School was able to

develop a new School Development Plan with a new set of Major Concerns for implementation in 2014-

17.

Page 20

Report on the programs financed by the Capacity Enhancement Grant

The Capacity Enhancement Grant (CEG) is provided by the government for relieving teachers’ workload

so that teachers will have enhanced capacity to concentrate on critical tasks in the education reform. In

2013-2014 school year, the CEG was used to employ 5 teacher assistants to relieve the workload of

Music, IVE, Liberal Studies, PE, ECA teachers. The summary below describes how the grant was used in

the college in 2013-2014 academic year.

1. A part-time teacher was employed in 2013-2014 at HK$117,356.4 to co-ordinate with chairperson of

the Music panel in Inter-school Music Festival entry matters and Annual School Concert, together

with all music-relating activities etc.

2. A full-time teaching assistant was employed in 2013-14 at $142,779.28 to release the teaching of

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

3. To release the heavy workload of IVE, PE teachers and ECA teachers, three teaching assistants were

employed in 2013-14 at $467,940.62 in helping religious formation, extra-curricular activities, sports

competitions, and Star Studio.

Page 21

Report on the implementation of Refined English Enhancement Scheme 2013-2014

In an effort to encourage students to become independent and self-directed learners, the school continued

its subscription of the online, self-access learning programme under the Refined English Enhancement

Scheme. Students were encouraged to actively use the programme in order to improve and hone their

English skills.

Through the programme students were exposed to a variety of articles and videos. With an emphasis on

language-across-the-curriculum, the key learning areas encompassed different domains including Current

Issues & Globalization, Science & Technology, Energy & Environment and Personal Social &

Humanities. Students formed better self-access learning habit, and their effort was recognised by their

teachers and formed part of their continuous assessment.

The programme had been successful in achieving its aims. It was effective and could be implemented

with relative ease. The school was satisfied with the length and difficult of the material, as well as the

way the programme was operated.

Page 22

Financial Summary 2013-2014

Income Expenditure

I. Government Funds

a) OEBG Grant - General Domain

a1. Administration Grant / Revised Admin Grant $3,414,960 $3,091,966

a2. School & Class Grant $815,602 $1,328,745

a3. Subject Grants $121,540 $340,963

a4. Composit IT Grant $356,804 $461,658

a5. SBM Supplementary Grant $190,391 $158,690

a6. Noise Abatement Grant $256,975 $49,698

a7. Lift Maintenance Grant $28,668 $42,660

a8. Staff Training & Development Grant $13,579 $13,875

a9. Subsidies for Air-conditioning facilities in Prep Room $18,168 $18,168

a) Sub-total $5,216,687 $5,506,423

b) OEBG Grant - Special Domain

b1. Capacity Enhancement Grant $537,792 $728,077

b2. Guidance Program Grant $6,875 $6,969

b)Sub-total $544,667 $735,047

c) Others Domain

c1. Teacher Salary $30,570,768 $30,570,768

c2. Teacher's PF $1,497,758 $1,497,758

c3. Lab Technician's Salary $934,980 $934,980

c4. Lab Technician's Provident Fund & Admin Staff PF $495,723 $507,614

c5. NETGratuity and travelling allowance $171,514 $171,514

c6. Composite Furniture and Equipment Grant $410,112 $399,614

c7. SSCSG $113,089 $216,185

c8. Substitute Teacher Grant $214,964 $223,676

c9. Rent & Rates $625,170 $620,370

c10. NSS Diversity Learning Grant (Music Joint School Program) $84,000 $134,949

c11. NSS Diversity Learning Grant (Applied Learning) $47,000 $47,000

c12. Learning Support Grant $230,000 $189,000

c13. Jockey Club Life-wide Learning Grant & After School Learning $48,600 $43,600

c14. Parent- Teacher Association Grant $14,811 $14,811

c15. HK School Drama Festival $2,700 $2,700

c) Sub-total $35,461,187 $35,574,538

Total a)+b)+c) $41,222,542 $41,816,007

Total Surplus for 2013-14 for Government Funds ($593,466)

II School Funds

1) Tong Fai $607,500

2) Collection of fees for specific purposes (including electricity charges) $232,740

3) WYOFF- Donations $3,444,444

4) Tuckshop rental charges $257,500

5) Electricity expenses (G/Floor and Private venue) $200,000

6) Starlet (School Magazine) $10,336 $15,000

7) English Builder $49,000 $49,000

8) Student Development activities (not covered by Subject Grants) $181,198 $184,068

9) Civic Education (not covered by Subject Grants) $68,089 $37,084

10) Insurance for Students $7,353 $7,353

11) Workmen Compensation $328,118 $273,791

12) Joint- School Music Program from other schools (to be reimbursed by other

schools) $140,792 $282,472

13) Joint-School Music Program from other schools & DLG account receivable $141,680

14) Teacher salary (Non-Government-Grant-Funded) $2,496,454

15) Educational Psychologist's and Clinical Psychologist's services $499,917

16) Staff Welfare Committee Expenses $13,717

17) IT Licence (to be reimbursed by IT in Education Subject Resources

Account) $60,000

18) Dangerous slope (reimbursement from prior year expenditure) $94,026

19) Income from Fixed Deposit Interest $62,090

Page 23

20) Miscellaneous expenses

$80,651

21) Raffle Tickets (SDP) - Sales & Donations $1,552,296

22) Raffle Tickets (SDP) - Prizes and expenses $53,694

23) Raffle Tickets (SDP) - Net Proceeds transfer to SDP $1,498,601

Sub-total for School Funds (Gem A/C) $7,177,161 $5,751,803

Surplus for School Account (Gem A/C) $1,425,359

Surplus for School account after transfer to Government Account for 2013-14 $831,893

Page 24

Donors for SDP (in 2013-2014 academic year)

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

following donors:

Au Michael

Cham Shek Yuen

Cham Wai Ho Anthony

Chan Henry

Chan Ka Kin

Chan Kin Chung Danny

Chan Pun Tak

Chan Sai Kit Derrick

Chan Shun Tung

Longmas

Chan Tak Cheung

Anthony

Chan Tak Cheung

Anthony

Chan Wing Tim

Chan Ya Lai Alice

Chan Yee Chung

Chan Ying Gi Dorice

Chan Yong Chong

Chan Yuen Fu

Chan Yuk Keung

Chan Yuk Keung

Chang Frederick

Chang Loh Tien Michael

Chau Ho Ming

Chau Ka Lok

Chau Yau Sun Sunny

Cheering Development

Limited

Chen Ka Wai

Chen Ka Wai

Chen Nan Lok Philip

Cheng Chi Kin

Cheng Fun Yi Charles

Cheng Hing Yan

Cheng T C Patrick &

Vivian O S Wong

Cheung Man Ching

Anthony

Cheung Shu Wing

Anthony

Cheung Wai Cheung

Chiu Tso Mei

Choi Yick Ngai

Chong Kim Chan

Kenneth

Chow Sai Yau

Chow Stan - Class of

1981

Chow Wun Chung

Stephen

Christopher S. Chan

Chu Ho Kwan Raphael

Chu Kiu Kwong Peter

Chung Ka Leung

Chung Ka Leung

Chung Lin Tai

Chung Tai Wing Denis

David Lo and Libon Fung

Dominic Woo & Co.

Dr. Wong Chung Lak’s

Clinic

Fang Gary

Fok Hoi Ming

Fong Chung Kau Anthony

Fong Hup

Fong Hup

Fung Shu Ming Eric

Fung Tin Lun John

Fung Tin Lun John

Fung Wai Kit

Guen Kin Shing

Ha Lai Yin

Ha Wai Man

Han Kwok Wai Ivan

Heng Ching Kuen

Franklin

Heng Ching Kuen

Franklin

Heng Ching Kuen

Franklin

Heng Tsuen Leuk

Kenneth

Heng Tsuen Leuk

Kenneth

Ho Chuen Hei Noriel

Ho Chun Keung Albert

Ho Kin Wai Patrick

Ho Kin Wai Patrick

Ho Kin Wai Patrick

Ho Kin Yip

Ho Sai Chu

Ho Sai Kit

Ho Sai Leung

Ho Tat Shing

Ho Wai Chi

Ho Wing Ko Peter

Hsu Chin Nuo

Hsu Siu Chi

Hui Lai Shan & Tsui Chi

Hin

Hui Shi Kuen Peter

Hung Hin Hong

Hung Hin Hong Hugo

Hung Hin Lai Henry

Hung Hin Yiu Richard

Hung Nap Ho Francis

Hung On To Memorial

Fund Ltd.

Hung Ting Ka

Ip Day Ling

Ip Kai Wah

Jody Dharmauan, Wilkie

Kam,

Joseph Dao

Ka Shui Pung Francis

Xavier

Kan Nik Keung Andrew

Ko Yu Man

Kwan Boon Ming

Michael

Kwan Boon Tak Peter

Kwan Cheuk Yin William

Kwan Luk See Ming

Mandy

Kwan Shuk Hing Susan

Kwan Vanessa

Kwan Wai Cheong

Kwan Wong Wai Yue

Irene

Kwok Chun Yu

Kwong Hing Leung

Lai Chiu Tong

Lai Kam Chuen

Lai Kam Fu

Lai Pak Sang

Lai Pui Yin Ada

Lai Pui Yin Ada

Lai Tze Kin Samuel

Lai Yiu Wai Tommy

Lam Chi Fan

Lam Kin Keung

Lam Thomas

Lam Wai Kiu Victor

Lam Wai Nang

Lau Ching Hoi Patrick

Lau Chui Wah

Lau Hoi Kit Eugene

Lau Kwok Hung

Lau Wai Ling Kennis

Lau Wai Lum

Lau Yat Hong

Lau Yun Chi

Law Sing Wah

Lee Ao Hua Thomas

Lee Burton

Lee Chi Kin Donald

Lee Ching Woon

Lee Ching Woon

Lee Chun Lun

Lee Harry Nai Shee

Lee Ho Yin Derek

Lee Hon Man

Lee Ka Wai David

Lee Kar Ming Chris

Lee Ming Chuan Eric

Lee Mui Sang Maurice

Lee Richard

Lee Tsz Kwan Elsa

Lee Wing Yan Catherine

Lee Yu Ting Mabel

Leung Chi On

Leung Tat Chi Godwin

Leung Yim Ha

Li Chi Shing

Li Khai Kam

Li Ling Biu

Li Luk Tim

Li Siegfried Christopher

Li Yue Ming

Lim Chi Yeung Richard

Lo Chun Yu Toby

Lo Chun Yu Toby

Lo Chun Yu Toby

Lo Fong Chung Thomas

Lo Wing Nin Raphael

Loong Kin Wing

Lun Suen Caesar

Ma Shek Hing

Page 25

Ma Shek Hing

Ma Shing Yan

Mak Sui Fai

Mak Wung Hin Patrick

Mak Yip Shing Andrew

Man Yiu Keung

Mok Chung Fu Eric

Moral Properties Limited

Ng Chan Shing Lawrence

Ng Hoi Luk

Ng Sai Wo

Ng Wai Man

Paul W.C. Ho &

Company

Peter Management Co.

Ltd.

Poon Fat Tik

Poon Marina Yu

Poon Wing Cheung

Redkifree Industries Co.

Ltd.

Siu Chi Keung

Siu Pui Sun

So Lai Kim

So Ming Yau

Song Jun

Sung Nee

Sung Nee

Sung Nee

Sung Nee

Sung Nee

Sung Nee

Sung Nee

Sung Nee

Sung Nee

Sung Nee

Sung Nee

Sung Nee

Sze Andrew Chun Kin

Tam Dominic

Tam Ho Kai Brian

Tam Kwok Hung Peter

Tam Kwong Hang Paul

Tan John

Tang On Alan

Tang Shui Kit

Tin Edmond Ka Ho

Tin Edmond Ka Ho

Tin Harold Chi Ho

Tin Harold Chi Ho

Ting Wai Wing Albert

To Wai Ming

Tsang Ho Fai

Tsang Sai Ling

Tse Stephen

Tso Mei Yi

Tsui Bernard

Tsui Nicholas

Tsui Pui Yan

Tsui Wai Hung Bernard

Victory Chemical Co.

Ltd.

Victory Chemical Co.

Ltd.

William Kwan Cheuk Yin

Wong Chak Kong

Wong Chau Yee

Wong Kar Lok Carol

Wong Kwok Wah

Wong Kwong Hing

Wong Lam

Wong Man Wai

Wong Mi Fong Emily

Wong Po Hang Wilson

Wong Sau Yee

Wong Siu Lin

Wong Suet Yee

Wong Yan Kit

Wong Ying Fai Thomas

Wu Chiu Yuen Jacob

Wu Jieh Yee Charitable

Foundation Ltd.

Wu Lixiang

Wu Man Tsuen Alfred

Wu Po Kong Patrick

Wu Po Kong Patrick

Yang Man Hoi

Yang Wai Wing

Yang Xiao Juan

Yao Mary

Yau Heng Chung

Frederick

Yau Suk Oi Connie

Yee Yuk Hing Irene

Yeh Ho Leung

Yeung Pui Hei

Yeung Tat Man

Yiu Hi Cheong Wallace

Yow Stephen Mok Shing

Yu Ka Kui Gabriel

Yu Ka Kui Gabriel &

Ling Lai Sheung

Priscilla

Yu Kar Fook

Yu Lok Shing

Yu Mun Kee Roy

Yung Kai Tai

Yung Kong Sing

Yung Sai Ling Rosaline

Yung Wing Chung

Zhuang Li Yuan

Zhuang Li Yuan

煥容

一群華小五年級家長

何德文

劉臻僑

卓天陽

孫蓓蕾

崔守禮

李卓楠

李忠誠

楊繼文

王春文

繆詠宇

蘇婉儀

賴得銘

鄭柏燊

陳霆傑

黃仲謙

龔朗然