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School Report 2015 – 2016
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Annual School Report (2015-2016) Contents
Items Teachers-in-charge
Cover Mr. Eric Wai
Chapter 1: Our School
1.1 Our Vision
1.2 Introduction to Our School
Principal &
Mr. Eric Wai
Chapter 2: Achievements and Reflection of Our Major Concerns
2.1 Major Concern 1: Develop diversified teaching strategies and
cater for learners’ diversity, with high
expectations of students
Mr. Eugene Lee
2.2 Major Concern 2: Help students to form their character with
Jesuit values and fighting spirit
Mr. Eric Kan
2.3 Major Concern 3: Build a learning community, with focus on
staff formation and self-evaluation
Mr. Michael Mok &
Mr. Stanislaus Keung
Chapter 3: Our Teaching and Learning, e.g. small class teaching,
curriculum, pedagogy, assessment & catering for learners’
diversity
Mr. Eugene Lee
Chapter 4: Our Support for Students’ Development, e.g. Guidance,
Discipline, Social Worker, Psychologists, Pastoral, PA, PSA
Mr. Eric Kan,
Mr. Damien Ching &
Mr. Stanislaus Keung
Chapter 5: Student Performance, e.g. academic and non-academic Mr. Eugene Lee &
Mr. Eric Wai
Chapter 6: Feedback and Follow-up Principal
Chapter 7: Financial Summary Principal &
Mr. Eric Wai
Chapter 8: Appendices
Appendix 1: Report of Career and Life Planning Grant Mr. K.K. Lee
Appendix 2: Report of Capacity Enhancement Grant Principal
Appendix 3: Report of Senior Secondary Curriculum Support Grant Principal
Appendix 4: Report of Learning Support Grant Mr. Alex Ng
Appendix 5: Report of School-based After-school Learning and Support Grant
Appendix 6: Report of the Enhancement of WiFi Infrastructure
Ms. Cecilia Chow
Mr. Eric Wai
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ConteContents
Chapter 1: Our School
1.1 Our Vision
1.2 Introduction to Our School
Chapter 2: Achievements and Reflection on Major Concerns
Major Concern 1: Develop diversified teaching strategies and cater for learners’
diversity, with high expectations of students
Major Concern 2: Help students to form their character with Jesuit values and
fighting spirit
Major Concern 3: Build a learning community, with focus on staff formation and
self-evaluation
Chapter 3: Our Teaching and Learning
Chapter 4: Our Support for Students’ Development
Chapter 5: Student Performance
5.1 The JUPAS Result and Overall Result
5.2 Performance in the Hong Kong Diploma of Secondary Education Examination
2016
5.3 Performance in Music
5.4 Performance in Sports
5.5 Performance in Other Areas
Chapter 6: Feedback and Follow-up
Chapter 7: Financial Summary
Chapter 8: Appendices
Appendix 1: Report of Career and Life Planning Grant
Appendix 2: Report of Capacity Enhancement Grant
Appendix 3: Report of Senior Secondary Curriculum Support Grant
Appendix 4: Report of Learning Support Grant
Appendix 5: Report of School-based After-school Learning and Support Grant
Appendix 6: Report of the Enhancement of WiFi Infrastructure
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Chapter 1: Our School
1.1 Our Vision 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.
1.2 Introduction to Our School
1.2.1 Introduction
Wah Yan College, Kowloon, is a government-aided boys’ grammar secondary school operating 30
classes from Form 1 to Form 6, enrolling a total of 1,008 students. We implement Small Class Teaching,
and 5 classes in each form are split into 6 classes, namely W, Y, C, K, S and J. We do not have a primary
school of our own or a “feeder” primary school.
Our School was founded by Mr. Peter Tsui Yan Sau in 1924 and is now sponsored by the Society of
Jesus in Hong Kong. In 1952, the school moved from Nelson Street to the present site, which has an
area of about 42,000 square metres.
Our Incorporated Management Committee (IMC) 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 School Advisory Committee gives policy
recommendations to the IMC, and the School Executive Committee makes and carries out decisions
regarding the implementation of day-to-day administration. There is a Staff Meeting without the
attendance of the Principal from which Teachers’ views can be reflected to the Administration via the
Meeting’s Chairman.
In teaching and learning, we have small class arrangements aiming to restrict the class size to 30 in
junior forms and to not more than 32 in senior forms. In specific main subjects at junior secondary
level, the class size ranges from 16 to 24 to cater for learner diversity. Senior secondary students take
at least 3 electives from Form 4 onwards, and are allowed to reduce the number to 2 after Term 2 in
Form 4 if necessary. A standard-referencing framework is adopted in internal assessment reporting in
senior forms, with levels and level descriptors. Values-focused Formation classes for Catholic and
non-Catholic students run through all levels.
In the area of school ethos and support for students, the Student Affairs Committee oversees student
development in non-academic areas and coordinates the work of the Guidance Committee, Discipline
Committee, Educational Psychologist, Clinical Psychologist and School Social Worker. The Careers and
Life Planning Committee supports students and parents in their transition from junior to senior
secondary, in facing the post-HKDSE pathways and in career guidance. The Students’ Association,
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founded in 1966, oversees extra-curricular activities in numerous student clubs, and together with
the Music Association, Catholic Association (the latter under the guidance of the Pastoral Committee)
and the Houses, they offer a rich array of opportunities for students to grow in leadership, service,
art, sports, religious faith and other non-academic areas. The Parents’ Association, in which teachers
are not members and have no voting rights, actively promotes reading activities and home-school
cooperation. Last but not least, with an alumni network that covers many cities in the world, the
Past Students’ Association actively supports current students through face-to-face mentorship,
workplace attachment programmes and financial sponsorship for student activities.
Sharing a common educational vision, our school is part of the Jesuit school system at three levels:
the Chinese Province including Hong Kong, Macau and Taiwan, the Asia-Pacific region and Jesuit
schools worldwide. From time to time, our school conducts or coordinates student exchange and staff
development programmes with schools at one or more of these system levels.
1.2.2 Our Students
i) Number of Operating Classes and Students
Level 2014-15 2015-16
No. of Classes Total Enrollment No. of Classes Total Enrollment
Secondary 1 6 164 6 160
Secondary 2 6 170 6 165
Secondary 3 6 173 6 169
Secondary 4 6 175 6 175
Secondary 5 6 173 6 172
Secondary 6 6 175 6 169
Total 36 1030 36 1010
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ii) Pathways of Graduates
1.2.3 Our Teachers
i) Teachers’ Qualifications
a) Highest Academic Qualification Attained
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2014-2015 2015-2016
Pe
rce
nta
gePathways of Graduates
Further Studies
Others
0%
10%
20%
30%
40%
50%
60%
70%
2013-2014 2014-2015 2015-2016
Pe
rce
nta
ge
Highest Academic Qualification Attained
Tertiary Non-degree
Bachelor's Degree
Master's Degree or above
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b) Professional Training
c) Subject-trained Teachers
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2013-2014 2014-2015 2015-2016
Pe
rce
nta
geProfessional Training
Professionally Trained
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2013-2014 2014-2015 2015-2016
Pe
rce
nta
ge
Subject-trained Teachers
Chinese
English
Mathematics
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d) English and Putonghua Teachers Meeting Language Proficiency Requirement
ii) Teachers’ Experience
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2013-2014 2014-2015 2015-2016
Pe
rce
nta
geEnglish and Putonghua Teachers meeting LPR
English Teachers meeting LPR
Putonghua Teachers meeting LPR
0%
10%
20%
30%
40%
50%
60%
70%
80%
0-2 years 3-5 years 6-10 years over 10 years
Pe
rce
nta
ge
Teachers’ Experience
2013-2014
2014-2015
2015-2016
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1.2.4 Our Curriculum
i) Curriculum Structure
Subjects Offered
S1 S2 S3 S4 S5 S6
Chinese Language
Putonghua
English Language
Literature in English
Liberal Studies
Mathematics / Mathematics (Core) (DSE)
Mathematics (Extended) (DSE)
Business, Accounting and Financial Studies (DSE)
Biology / Biology (DSE)
Chemistry / Chemistry (DSE)
Chinese History / Chinese History (DSE)
Computer Literacy
Economics (DSE)
Geography / Geography (DSE)
History / History (DSE)
Information and Communication Technology (DSE)
Physics / Physics (DSE)
Integrated Science
Ethics and Religious Education
Ethics and Religious Studies (DSE)
Music / Music (DSE)
Visual Arts / Visual Arts (DSE)
Library and Learning
Physical Education
Other Learning Experiences
Formation
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ii) Percentage of lesson hours of each Key Learning Area:
Key Learning Area
Junior Forms Senior Forms
Percentage (%)
Chinese Language 19.0 16.0
English Language 21.0 16.0
Mathematics 14.3 15.0
Liberal Studies -- 12.0
PSHE 19.0
30.0 Science 11.7
Technology 1.3
Arts 8.7
PE 5.0 5.0
Others -- 6.0
100.0 100.0
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Chapter 2: Achievements and Reflection on Major Concerns
Major Concern 1: Develop diversified teaching strategies and cater for learners’ diversity, with high expectations of students
Achievements
Small class teaching (SCT) arrangements have been adopted for years and the arrangement was also
followed this academic year. The financial support from Wah Yan One Family Foundation enabled
the school to recruit more teachers so that we were able to reduce the class size to no more than
30 in junior secondary and 32 in senior secondary. The effectiveness of small class teaching was also
confirmed by a study (which was also supported by Wah Yan One Family Foundation) done by a
team of HKU professors, as our students could benefit from the more intense interactions among
teachers and students, and among peers in SCT settings. To enhance the effectiveness of small class
teaching and enhance brotherhood among the students, we refined our junior secondary class
allocation mechanism this academic year according to the suggestions of the HKU studies to ensure
that each class was made up of students from different backgrounds so that they could learn from
each other.
As the students’ backgrounds became more diverse in junior secondary, staff development
programmes were arranged to explore with colleagues the approaches to address students’
diversity in order to enhance the effectiveness of our teaching. A staff development session on the
flip classroom was arranged in the first term of the school year, during which Professor Hau Kit Tai
was invited to explain the rationale of the flip classroom and distant learning. Some teachers did try
out the flip classroom in their teaching and it was found that the approach could help enhance
students’ initiative in learning.
The implementation of the new class allocation mechanism in junior secondary also brought about
new arrangements for enhancements in the core subjects. Under the new arrangement, students
who could benefit from enhanced arrangement in English Language were grouped together and
allocated to two classes while those who could benefit for Chinese Language were grouped and
allocated to the other classes. With the adoption of this class allocation mechanism, it was observed
that the learning motivation of the students was enhanced as the students could learn from their
peers as well.
Starting from the last academic year, each panel was required to adopt a new template so as to
prepare a more detailed scheme of work which incorporated elements of extended parts. We
continued to use the new template in this academic year. The adoption of the new template would
allow different stakeholders to better understand the teaching focus of our teachers and the
assessment requirements. It could also enable the level coordinators to keep track of the teaching
progress at the same level easily.
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Starting from the last academic year, we arranged a uniform test in the second term to motivate our
students to revise what they had learnt, and helped our teachers and students to evaluate their
teaching and learning. At the same time, it was also hoped that the measure could improve our
students' performance in the HKDSE. This academic year, the uniform test carried a heavier weighting
in the calculation of the subject marks. The uniform test, being a part of continuous assessment, took
up 20% of the subject mark, whereas the assignments and the final examination took up 20% and
60% respectively. With the uniform test carrying a heavier weight, the students had to prepare
themselves better for the tests.
The uniform test period was shortened by one day in this academic year. At the same time, intervals
between different sessions of the uniform test were also lengthened to allow more time to handle
the logistics. The arrangement was found to be effective, as it could allow the supporting staff to have
sufficient time to see to the issue of logistics. At the same time, the teachers-in-charge of the
preparation room could also follow up on cases referred by the teacher invigilators. These
arrangements would be carried forward to the next academic year.
This academic year, students who did not do well in the Mid-Term Examination were issued a letter
notifying them that they needed to work hard in the second term. It was found that the arrangement
could bring about improvement in some students’ motivation in the second term. As we have
introduced the system of notification to remind the students of the necessity of working harder and
preparing themselves better for internal assessments in the second term, we decided that no more
supplementary examination would be arranged after the Final Examination. Certainly, some
students did not show sufficient improvement and some of those who failed in the Final Examination
were retained. For F.3 students, their academic scores acquired in different subjects were
considered in the allocation of electives.
In order to get our F.6 students to prepare better for the HKDSE public examinations, after-school
revision tests were arranged in the first term of the school year. The tests were generally conducted
on Monday after-school in the school hall. To ensure that our students would take the tests seriously
for the revision tests, it was decided that the tests would make 40% of the continuous assessment,
with the remaining 60% allocated to the First Term Assessment. Students were required to submit
letters of absence when they failed to take the tests.
The adoption of different measures aimed at motivating our students better for their academic
studies but these measures needed to be supported with other administrative measures. In this
academic year, the Assessment and Examination Committee was set up to help with the logistic
work of the internal examinations. With the involvement of more colleagues in the preparation work
for the internal assessments, uniform test and examination timetables could be released to the
students at least four weeks before the assessments. This could enable our students to plan better
for revision.
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Other than these measures, students who were not able to complete and hand in their assignments
on time were required to complete their assignments in Homework Guidance Classes after school.
The classes were supervised by Teaching Assistants and the completed homework was collected and
returned to the subject teachers by the School Office. The School Office also helped with the updating
of records to enable us to clearly identify students who were not motivated enough for their studies.
Our school stresses the importance of nurturing our students to be reflective learners. The school
has encouraged different subject panels to incorporate reflective elements in the assessment tasks
assigned to the students. Starting from this academic year, Morning Formation, and Examen sessions
lasting for 10 minutes conducted at the beginning of the afternoon periods were introduced. The
Formation Panel was formally established to design suitable teaching and learning materials for the
Form Teachers. The adoption of these measures could help foster the practice of reflection among
students. To help our teachers to promote the habit of reflection among the students, literature in
relation to the strategies of promoting reflection in learning was collected.
To develop the school into a learning community, teachers also needed to play a positive role. In this
school year, peer lesson observations were arranged by different panels to enhance professional
dialogue among teachers. At the same time, the members of the Academic Steering Committee were
also willing to open up their classrooms for the observation by other teachers. At the same time,
teachers were also encouraged by the administration to become markers for the public examination
and to take part in professional development activities arranged by the EDB as well as the HKEAA.
Some panels like the Chinese Language, English Language and the Liberal Studies Panels conducted
professional exchanges through participating in support programmes arranged by the EDB, arranging
joint school examinations, conducting sharing sessions with other schools, etc.
Other than these arrangements, the assignment inspection exercise was also fine-tuned. In this
academic year, every teacher was required to submit assignments of one class for inspection by the
panel chairs, whereas the panel chairs submitted their assignments to the Principal for inspection.
The teachers were informed of the classes from which they needed to collect assignments for
inspection. No teacher was required to submit assignments of three classes for inspection.
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Reflection
It has been observed the adoption of the new class allocation mechanism could help eliminate the
labeling effect, as each class was comprised of students of diverse backgrounds. At the same time,
the new mechanism could also provide opportunities for the students to learn from their peers.
With the adoption of the new class allocation mechanism, the Academic Committee would continue
to work with the Staff Development Committee to arrange staff development programmes for our
teachers to help them cater for greater learner diversity.
The use of a new scheme of work template could help subject panels to prepare schemes of work
which were much more detailed than those of the past. However, it was still found that many panels
had not yet specified any topics as extended parts. In the coming academic year, the Academic
Committee would highlight to the subject panels the importance of incorporating some extended
parts into the schemes of work as a means to address learner diversity and to arouse the interests
of the students in learning through taking up some challenging topics. At the same time, panels
would also be encouraged to incorporate other elements of environmental education into their
schemes of work. The Academic Committee would examine together with the subject panels, the
feasibility of detailing the strategies to promote reading to learn, the cultivation of Jesuit values, and
the development of inquisition skills in the schemes of work.
Various measures which aimed at arousing students’ motivation extrinsically have been adopted in
recent years like the introduction of the uniform test, the earlier release of examination time tables,
the enhancement of competition in F.4 subject selection, the arrangement of F.6 after-school
revision tests, etc. Although the adoption of these extrinsic measures could help motivate our
students to study, it is also necessary for the school to pursue some intrinsic measures to motivate
our students. The Academic Committee would work with different subject panels to include
extended parts in the schemes of work. At the same time, the students should also be encouraged
to take part in some outside classroom learning activities so that they can be better motivated for
their study.
At the same time, it was found that some measures which aimed at nurturing proper learning
attitude among the students required further refinement. For example, it was observed that some
students did not show up for Homework Guidance Classes even if they were required to do so. This
would then create further workload for the administrative staff. It was agreed that the teachers
would be reminded of the supportive nature of Homework Guidance Class. The teachers' role in
nurturing our students to become reflective and responsible learners could not be replaced by
Homework Guidance Classes.
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The Assessment and Examination Committee was set up this year to coordinate the logistics of the
internal assessments. Having worked together for a year, the team was able to handle the logistics
of various internal assessments. However, it can be observed that the Committee mainly oversaw
the logistics at the earlier phase of the internal assessment. It is believed the Committee can also
help with the latter phase of these assessments, namely preparing reports, and conducting
evaluations.
Having implemented the arrangement of Examen for one school year, it is observed that our
students have got used to the arrangements and very few of the students would be late for the
session. It was also found that the Examen session could help students to concentrate on their
studies. It was also found that different form teachers had adopted different formats for the Examen
Session. Therefore, the impact of Examen on students' growth should be further evaluated.
The implementation of Examen required further support for our teachers and this was one of the
principal concerns of the Values Education Committee. At the same time, strategies to promote
reflective learning have to be further developed. This was why literature in relation to this aspect
had to be collected. Some relevant literature has been collected but further organisation is still
necessary before the literature can be released for teachers' reference.
As in previous years, peer lesson observation was mainly conducted as a measure of professional
exchange. According to the records in eClass, a total of 39 teachers had made 77 observations in the
academic year. The measure would be continued and teachers would be encouraged to observe
lessons of Academic Steering Committee members.
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Major Concern 2: Help students to form their character with Jesuit values and fighting spirit
Achievements
In this year, the school stressed character formation and adopted a whole-school approach in the
area. The school adopted a thematic approach in arranging the 15 hall assemblies in which different
themes of Jesuit values such as “Be a Reflective Learner”, “Respect and Justice” and “Faith, Hope,
Love” were conveyed. Different committees were in charge of different themes and more diverse
parties were involved. Feedback from staff and students was good and positive. For the curriculum,
subject panels had started incorporating suitable Jesuit Education values into the curriculum. For
the roles of class teachers, there was more involvement of class teachers in discipline and guidance
cases and there was a decrease in the number of cases reported by teachers, especially the lower
forms. This is due to the immediate action and follow-up by the class teachers at an early stage.
With the implementation of the Morning Formation and Examen, the class teachers helped students
to establish and strengthen Jesuit values and fighting spirit. Through Examen, students could
appreciate the benefits such as Reduced Stress, More Attention, Self-Understanding, Self
Compassion, Better Emotion Management, Interpersonal Relationship and Increased Learning
Effectiveness.
To strengthen the role of prefects, there was a prefect training camp held in September, which
focused on the formation and team building of the Prefects' Board. In February, the Prefects'
Board co-organized a leadership training programme named, “Prefection” with Good Hope School,
Tak Oi Secondary School and St. Joseph’s College which aimed at leadership training and experience
exchange. The Prefects’ Board organized a barbeque in the school campus in July to enhance the
relationship and brotherhood with the new F.3 prefects and senior brothers.
To help students to develop the attitude of striving for excellence and fighting spirit, the House
System (Ricci, Loyola, Xavier and Faber) continued to enhance the leadership training of the students.
A sense of brotherhood and the spirit of Magis was seen during the Sports Days and Aquatic Meets
in which a good atmosphere was created by the cheering and dedication of the House ExCo
members. Students found it more meaningful and exciting to attend the Sports Days and the Aquatic
Meets.
In order to enhance students’ confidence and self-image, the school organized different activities
and programmes throughout the year. The students’ attitude greatly improved and the students
were more serious and self-disciplined after participating in these activities. The sense of
belonging and the fighting spirit were enhanced as well.
For sports, there was improvement in students’ participation in both inter-class and inter-house
competitions. Students also joined many different kinds of sports activities organized by the
school and external organizations.
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The boys performed very well in Inter-School Sports Competitions this year:
Athletics - Division 1 (A Grade: 2nd; B Grade: 9th; C Grade: 3rd; Overall: 3rd)
Swimming - Division 1 (A Grade: 5th; B Grade: 8th; C Grade: 4th; Overall: 5th)
Tennis - Division 1 (Overall: 4th)
Two Champions in 2015/16 Hong Kong School Ice Hockey League (Division A & Division B)
Inter-School Table Tennis Competition - Boys C Grade Champion and Overall 1st Runner-up
5J Cheung Wang Fung got the Outstanding Athlete Award in Athletics of BOCHK Bauhinia Award
Outstanding Athletes 2015-2016
4S Leung Ho Chun got the Ten Sport Excellence of Grantham Outstanding Student Athlete
Awards 2015-2016
2S Fung Chi Lok got the BOCHK Rising Star Award Rising Star Athlete 2015-2016
The School won the Most Progressive School of BOCHK Bauhinia Bowl Award 2015-2016
For music, the boys won 6 First Place, 6 Second Place and 7 Third Place in the 68th Hong Kong
Schools Music Festival:
Hong Kong Youth Music Interflow in November (organized by Music Office, LCSD): One Gold
Award and One Silver Award.
3rd All-China Primary and Secondary Schools Students Arts Showcase in April (Qingdao): Gold
Medal.
1st Class in Mixed Voices Singing Ensemble with Belilios Public School.
Kathaumixw Choral Festival in July (BC, Canada): 3 First Place and 1 Second Place.
“Choir of the World-Grand Prix Winner of the Festival”.
For Science, the boys won 1st Runner-up in Hong Kong Student Science Project Competition 2016
Senior Division Invention Project (Type A) and Champion in Senior Division Investigation Project
(Type B).
To help our students to develop self-discipline, respect and responsibility in a caring atmosphere, the
school had implemented the Morning Formation and Examen this year - building character formation
and cultivating the class atmosphere. The students learnt to observe silence and form the habit of
reflection and learn through reflection. The Examen Handbook and Guiding the Examen Instructions
were given to all teachers at the start of the academic year. The Discipline Committee was on-duty for
both Morning Formation and Examen period in the school campus to help students be punctual and
have a greater sense of responsibility. The students were more punctual and responsible. The number
of disciplinary cases decreased as class teachers had a good influence on and significant role in helping
students develop positive behaviour.
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Life planning programmes were effectively delivered to help students to make self-assessment of
their achievements, qualities and abilities, to formulate academic and career goals and to make wise
subject choices with reference to their aspirations and limitations. These included the “Self-
Understanding and Goal Setting” workshops in Form 1, “Possible Jobs” workshops in Form 2 and
“Informed Choices” workshops in Form 3.
Senior form students could further identify their aptitude and career aspirations through the
assessment tools such as the “Basic Interest Marker” and the “Career Interest Inventory”.
Individual counselling was offered to students with specific needs. Workshops on further studies
planning, mock JUPAS exercise, interview preparation sessions and compiling Student Learning
Profiles were conducted to prepare the students for post-secondary admissions. Exploration
through university visits and work experience programmes helped students to expand their horizons
in their career development.
1 9
Reflection
The school should continue to adopt the thematic approach in arranging the Hall assembly and there
should be more coordination and collaboration with other parties like the Values Education
Committee and Guidance Committee in providing a whole-school approach to character formation.
Besides the implementation of Morning Formation and Examen, subject panels should further
explore the incorporation of suitable Jesuit Education values into the curriculum.
The school should have different platforms and opportunities for students to strive for excellence
and fighting spirit through different experiences. The House Committee would continue to work on
developing the house system and coordinating with other student organizations like the Students'
Association so that different organizations would have a clear role in helping the development of
our students. Leadership training and guidance from teacher advisors are essential and should be
enhanced. Service was essential in our training and we should stress the school’s expectations of
our students to be leaders-in-service.
Workshops and staff development programmes should be continued and organized for colleagues
especially new teaching staff, so they can understand the rationale and learn about the school’s
various programmes. Continued support and backup should be given to both colleagues and
students.
The awareness of life planning was increased, especially among the junior form students. Advice
on further studies was also enhanced through employing suitable assessment tools and individual
counselling work. It was suggested that the role of class teachers could be further strengthened
and certain elements of life planning education could be introduced through the class teacher
periods.
2 0
Major Concern 3: Build a learning community, with focus on staff formation and self-evaluation
Achievements
The school identified the importance of home-school cooperation and organized numerous
meetings between the parents and the school. All parents from Form 1 to Form 5 were invited to
collect the mid-year report cards of their sons and discussed both the academic and co-curricular
performances as well as their sons’ personal growth with their class teachers by the end of January.
For Form 1 parents, besides an orientation event in late August before the school reopened, there
were two half-day programmes, one in mid-September to help the parents become familiar with
the school at the very beginning and the other one in late April. There were group discussions to
enhance communication between the class teachers and the parents as well as professional talks to
promote parent education. There was a similar event for Form 2 parents in late April. Form 3 parents
were invited to the subject selection talk organized in mid-March, three days after the subject
selection talk to their sons, to acquire information and skills so that they could help advise their sons
in choosing elective HKDSE subjects. Form 6 parents were invited to accompany their sons to attend
a talk in early July a few days before the release of HKDSE results. There was also a talk for both
students and their parents in mid-July for them to know more about studying abroad.
The school took full consideration of parents’ opinions. There was an elected parent manager (and
also an alternative parent manager) in the Incorporated Management Committee to help make
decisions on school policies. There was also an online questionnaire to collect the views of the
parents on the teaching and learning in the school. Regarding special issues, e.g. the collection of
additional fees, the school collected parents’ opinions before implementation.
Parent representatives were also a must in the compositions of various administrative committees
and ad-hoc committees. Examples include tendering committees, School Canteen Monitoring
Committee, Swimming Pool Management Committee, Campus Management Committee and Fund-
Raising Committee. The representatives were appointed by the Parents' Association. It further
illustrated the close companionship between the School and the Parents' Association.
With an international network that covers many cities in the world, alumni of various decades of
the school, together with the local Past Students’ Association and Wah Yan One Family Foundation,
provided strong and loyal support to current students and the school through workplace attachment
programmes, awards and scholarship donations, financial sponsorship of student learning and co-
curricular activities, small-class teaching and school maintenance work, such as the repair work of
the tennis courts in the school.
2 1
The school took full consideration of alumni’s opinions. There was an elected alumni manager in the
Incorporated Management Committee to help make decisions on school policies. Alumni
representatives were also a must in the compositions of various advisory committees and ad-hoc
committees. Examples include Swimming Pool Management Committee and Fund-Raising
Committee. The representatives were appointed by the Past Students' Association. It further
illustrated the close companionship between the school and alumni.
The core members of the Staff Development Team include the Principal, Vice-principals, school’s
educational psychologists and four other teachers. The team has three initial objectives: (1) To foster
professional development of our teachers in light of the school’s developmental foci and actual
needs, (2) to actualize the educational vision of the global Jesuit community by training teachers to
become better Jesuit educators, and (3) to administer Ignatian spiritual formation for our staff
members. In order to achieve the respective objectives, a series of programmes and projects have
been designed and executed.
In order to better facilitate professional development for our staff, a seminar on Assessment for
Learning and Exam reports’ analysis given by Dr. Cheung Wing Ming, Francis (Former Secretary
General of HKEAA) was held at The Clearwater Bay Golf and Country Club on the staff development
day to inspire our teachers about making better use of assessment data to provide feedback on
teaching and learning and implementing assessment for learning and raise assessment literacy.
Our school always believes that values education plays an important part in the growth and
development of our young gentlemen. A seminar on the importance of Values Education in Catholic
schools given by Dr. Francis Chan (Head of Caritas Religious and spiritual Life Education Unit) was
held on a staff development day.
In terms of promoting IPP to our teachers, a separate set of training activities, which consisted of
five sharing sessions on features of Jesuit education and two workshops on IPP, was conducted
exclusively for newly recruited teachers. In addition, a Teacher Mentor Scheme was also
implemented, in which experienced teachers would introduce newcomers to the environment and
values of our school.
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In our cooperation with Wah Yan College, Hong Kong on co-organizing the Reunion Day, Prof. Hau
Kit Tai (CUHK) was invited to give a talk on Flipped classroom. The programme inspired teachers
about the advancement in educational technology to foster students’ self-directed learning and the
importance of building a learning community and collective wisdom.
In order to strengthen team bonding and cultivate a positive attitude and foster harmonious
relationships through sharing, observation and appreciation, instructors from Passoverdance
company were invited to arrange a Dance Workshop for our teachers.
For the training for managerial staff members, a retreat focused on Jesuit leadership was held in
Xavier House in Cheung Chau. The retreat was hosted by Fr. Tong.
To enhance collaboration within the panels, strategies like panel meetings, peer lesson observation
and collaborative lesson planning were adopted this year, as in previous years. At the same time,
the Academic Committee also promoted cross-panel collaboration through the implementation of
project-based learning. In this academic year, project-based learning between Ethics and History
was promoted in F.1. The scheme was extended to F.2 this academic year, involving Ethics and
Religious Studies and Geography. Peer observation was also encouraged as a strategy to foster
cross-panel professional sharing. With the successful completion of the learning experience in this
academic year, the Academic Committee would continue to explore if it would be feasible to extend
the scheme to F.3 in the coming academic year. It was hoped that the extension could materialize in
the academic year 2016-2017.
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Reflection
The meetings between Form 1 parents and class teachers were increased from one to two in the
academic year. Both meetings were well received by the parents, showing that more communication
between the school and the parents had been established. Parents were eager to meet teachers of
the three core subjects to discuss the performance of their sons. More parent education activities
can help parents understand Jesuit education.
As the parent manager and his alternative were ex-officio members of the council of the Parents’
Association, they could reflect parents’ concerns more readily when they attended the IMC
meetings. Yet, administrative efficiency was not high enough as the school at times needed to ask
parents’ opinions via questionnaires before a measure was planned to be implemented.
As the school campus is so large and the school buildings are over 60 years of age, financial support
from alumni has become more crucial. Fund-raising activities are unavoidable.
From evaluation questionnaires and verbal sharing of teachers, we have received positive feedback
for all staff development programmes. This indicates that the direction of our work is recognized.
Firstly, teachers appreciated the arrangement of an outing to The Clearwater Bay Golf and Country
Club with a talk, and sport and recreation activities. A full day outing with a similar rundown will be
considered next year. Secondly, teachers were satisfied with the staff development programme on
Values Education. From the evaluation questionnaires, teachers reflected that they would try to
incorporate more values-based objectives in lessons. Thirdly, teachers were satisfied with the dance
workshop programme. It has been suggested that a stress relaxation programme should be held at
the end of every year. Finally, inspired by the successful experience in the IPP sharing sessions for
new teachers, similar sessions can be held for more experienced staff members. Experienced
teachers who would like to revisit IPP are free to join the sessions.
A new Science KLA coordinator was appointed this academic year. The coordinator explored means
to promote cross-panel collaboration within the KLA to help build students' knowledge and skills in
the junior secondary, which would serve as a kind of foundation for them to excel in the senior
secondary. In order to promote the culture of professional sharing and lesson collaboration, the
Science KLA will join an EDB project about developing teaching package in STEM education in the
coming year. In order to integrate STEM education into the teaching package, co-teaching, lesson
collaboration and peer observation will be arranged for teachers across panels. It was believed that,
when strategies could be worked out to enhance cross-panel junior and senior secondary
collaboration in the Science KLA, these strategies could be fine-tuned and implemented in other
KLAs, like the PSHE KLA. Moreover, as the school decided to introduce Morning Formation in the
coming academic year, the Academic Committee invited different subject panels to explore possible
strategies to promote reading to learn in Morning Formation. The Committee would further work
out strategies with different panels and committees to foster a reading atmosphere in school.
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Chapter 3: Our Teaching and Learning
As a Jesuit school, we emphasize the importance of personal care (cura personalis). With the support
from Wah Yan One Family Foundation, small class arrangements aiming to limit the class size to 30
in junior forms and to not more than 32 in senior forms can be introduced. Following the suggestion
of a study carried out in the academic year 2013-2014 by a team of HKU professors to assess the
effectiveness of our SCT arrangements, a new class allocation mechanism was adopted in this
academic year to reduce the labelling effects as every class would be made up of students from
diverse backgrounds. To foster better personal care, form teachers were given a bigger role in
nurturing their students. Form teacher periods were arranged to allow the form teachers to have
more interaction with their students.
Different subject panels also strove their best to address the special learning needs of different
classes. Different subject panels attached great importance in fostering interaction among teachers
and students during teaching. Some subject panels like the Mathematics Panel would take into
consideration the learning needs of different students and guided them to focus their energy upon
the relevant topics and exercises. The Chinese Panel took the initiative to compile different learning
booklets to cater for the language learning needs of our students. These two panels also arranged
special tutorial classes for the students who needed extra support. The efforts of these panels to
offer better personal care for the students requiring additional support could help motivate our
students to do better in their studies.
The school, like other Jesuit schools, also aims at helping our students to live out the spirit of Magis
through striving for excellence, particularly academic excellence. To attain the goal, the school
decided to increase the weighting of the uniform test in the second term to serve as a kind of
extrinsic motivator and help our students to evaluate their learning.
Other than motivating our students extrinsically, different panels also tried to motivate our students
intrinsically. The Science KLA encouraged the students to take part in some external competitions
to enable them to broaden their horizons. It was also found that students taking part in these
external competitions would also develop better understanding about their own academic potential
and start to formulate their goals for future studies.
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The school also works tirelessly towards the goal of building the school into a learning community,
which would eventually bring about improvements in our teaching and learning. Staff development
activities were organized throughout the year to enable teachers to acquire the necessary skills they
need to deal with everyday teaching and work pressure. The language panels have worked with
different schools to arrange joint school practices and examinations to provide our students with
opportunities to learn from students of other schools and deepen our colleagues’ understanding of
the requirements in the public examinations. The Chinese Language Panel also joined the EDB
School-based Support Services Programme to review their curriculum and foster the spirit of
collaborative professional sharing within the panel. The Liberal Studies Panel also developed
learning packages with other schools in the professional network. Teachers of Science KLA also
participated in some professional bodies to acquire and share professional knowledge. Teachers of
History Panel also participated in district-focused meetings to learn about the latest developments
in the History curriculum.
The school also attaches great importance to values education. The Values Education Committee
has been working on the development of materials for a number of years and some of these
materials were tried out in junior secondary over the past several years. Starting from this academic
year, the committee also prepared materials for form teachers to use in the Morning Formation
periods.
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Chapter 4: Our Support for Students’ Development
The Student Affairs Committee develops students in non-academic areas and coordinates the work
of the Discipline Committee, Guidance Committee, Values Education Committee, Clinical
Psychologist, Educational Psychologist and School Social Worker. It does much to look after the
general and psychological well-being of students. It emphasizes forgiveness and personal care.
Every case of unsatisfactory behaviour is carefully studied and analyzed, with an aim to help the
offender reform and see the necessity of having a strong sense of responsibility for the general good.
To facilitate this work, the Student Affairs Committee solicits the collaboration of parents. By doing
so, the committee has won the trust of the parents and respect of students.
The school identifies students’ varied needs for developmental support and is fully aware of their
attitudes, behavior and intellectual development. Morning Formation and Examen are adopted in
support for student development through the coordination in planning and implementation. The
school has strategically fostered a loving and caring campus. The students learn to establish positive
values and attitude through Examen, leadership training programmes, “Men for and with Others”
Programme, Magis Tutorial Service, Social Service Scheme and various extra-curricular activities.
According to the stakeholder’s questionnaire survey, the mean scores of teachers’ views on support
for student development have shown a slight decrease from 3.87 (2013/14 academic year) and 4.12
(2014/15 academic year) to 3.93 (2015/16 academic year), which is still satisfactory. Similar trend
has been shown in the mean scores of students’ views on support for student development from
3.69 (2013/14 academic year) and 3.77 (2014/15 academic year) to 3.63 (2015/16 academic year).
The school provides an excellent environment to guide the students in reflection and reinforcing
their self-confidence and self-esteem.
Service is one of the main themes in the education offered by the school and students are constantly
reminded of the importance of providing service in whole person development. The Social Service
Scheme provides chances for the students to open their eyes to social injustice and the plight of the
sick, the poor and the neglected. The scheme has divided the services into two categories
community service and school service in this academic year. 66% of the students fulfilled the basic
10 hours of community service, which is higher than last year (2014-2015, 60% of the students
fulfilled 10 hours of community and school service combined). 20 students fulfilled more than 100
hours of community service.
The Men for and with Others Mentorship Programme has helped many generations of students on
their road to social and psychological maturity. The programmes recruited senior form students as
peer counselors since the eighties. It continues to involve counselling teachers and outside service
providers in supervising and training the student peer counsellors. The programme includes
mentor training, matching day, lunch gathering, activity day, service day and a day camp. These
activities provide a platform for the participants to build a solid relationship and the feedback from
the peer counsellors, students and their parents is positive and encouraging.
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The Discipline Committee helps the students to form their character with Jesuit values and fighting
spirit and develop self-discipline, respect and responsibility. The Discipline Committee has
emphasized attendance, punctuality, proper use of mobile phones and electronic gadgets. The
awareness of students and teachers towards these areas has been raised through different
programmes carried out by the Discipline Committee, Guidance Committee and Values Education
Committee. Together with other committees, the Discipline Committee nurtured a sense of
belonging and unity within the school campus.
SEN students have been followed closely by the SEN Coordinator, our two psychologists and the
school social worker. A professional plan for each SEN student is designed to facilitate his learning
difficulties. The school provides individual interviews, therapy services, sufficient support and
suitable arrangements for SEN students as well as good support for their family throughout the year.
Related information and case conferences of each SEN student are held for teachers involved at the
beginning of the academic year to ensure that all teachers involved understand the needs and
characters of the students. Thus both students and parents have built confidence in school,
achieved their learning targets and shown improvement.
Pastoral Team: It has been a challenging year for the Pastoral Team. But despite all the difficulties,
our team strove resolutely for advancement in the following four aspects:
Promoting spiritual formation to students, teachers and parents. In addition to the succession
of established regular events, such as pilgrimage and retreat, our team also attempted to enrich
school masses by offering gratitude cards written by students and broadcasting campus-life
highlights. However, despite all the efforts, students’ commitment took an unexpected
downturn. As for teachers’ formation, this year our team took part in Catholic School Teachers’
Day organized by the Catholic Diocese of Hong Kong, and the annual retreat for secondary
school teachers organized by Hong Kong Catholic Religious School Council. We also arranged a
retreat in Taiwan for our teachers. Although some teachers failed to partake in the retreat due
to school duties, most of them appreciated the retreat opportunity. Lastly, a bible sharing
session was held for parents from our Catholic Family Association (公教家庭會). However, our
parent members were unresponsive, suggesting a genuine lack of interest in religious activities
among most Catholic families.
Empowering religious student leaders. Our team has encouraged student leaders to take
substantive responsibilities at school, such as leading prayers for assemblies. At the beginning
of the school year, the initial response from our student leaders was positive. But given the
increasing academic burden on top of their extra-curricular commitment, they began to
withdraw after the Mid-Year Examination as various interschool competitions took place. On
the other hand, our team created several leadership training programmes for potential student
leaders. However, students appeared to be indifferent, which led to the abortion of such
programmes. In conclusion, it has been a tough year in the respect of leadership training.
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Promoting Jesuit education with particular focus on Examen prayer. The timetable for this year
was changed and students were allowed ten minutes for Examen prayer before school resumed
after lunch. Most students were able to achieve silence during the Examen period, but the
quality of their reflection varied as their class teacher led the period in different styles.
Therefore, in the coming year class teachers should share their experience of leading Examen
periods during class-teacher meetings so that they understand and subscribe to the principles
of Examen.
Connecting students and parents with society through social services. This year, our team put
forward various social service projects targeting the homeless, hospitals, students from rural
areas in Mainland China, and more. Parents were also invited to contribute. Participants
showed that they learnt a lot from the projects, especially from the direct contact they
established with service beneficiaries, as well as the debriefing and sharing session after each
day of service. However, places for service projects are finite, which limits the number of
students who can benefit from the quality experience.
Analysis and Evaluation: The number of Catholic students has been consistently decreasing. For this
year, there were only 14 newly-recruited F.1 Catholic students, as to 21 in the previous year. If the
decrease persists, the total population of Catholic students in Wah Yan will contract by 10%.
Moreover, the spiritual quality of our Catholic students has been deteriorating. Their religious
foundation was vulnerable, which can be attributed to the improper or lack of formation from their
family. It follows that the existing religious leadership pathway supported by the Catholic Association
and four religious groups will fail to produce sufficient student leaders to lead the association and
groups. Therefore, in the near future we have to expand the target group of our student spiritual
formation campaign to non-Catholic students.
Future Plans: First and foremost, all religious activities in the future (e.g. liturgy, spiritual formation,
service, preaching) will take into account the needs of non-Catholic students and teachers, so as to
create a genuine religious culture on campus.
Second, the quantity of religious events will be reduced so that preparation can be done more
efficiently. Some independent events are expected to be combined into larger-scale campaigns
targeting more students and teachers.
Third, teacher advisors of the four religious groups shall practice active leadership, through which
student leaders can learn to lead by observation. Teacher advisors will also be requested to set up
sustainable plans in response to the diminishing Catholic-student population.
Lastly, students, parents and teachers all demonstrated a tendency to overly indulge in work and
ignore interpersonal relationships or spiritual development. Therefore, service and spirituality will
remain as our team’s primary focus in the coming academic year.
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Partnership
Parents’ Association
Achievements
The Parents’ Association, in which the teacher advisor was not a member and had no voting rights,
actively promoted home-school cooperation to help their sons' development. All parents were
entitled to be members of the Parents’ Association and no membership fee was charged. The
Association was an important platform to collect and reflect parents’ opinions to the school by
organizing tea gatherings for the parents of all class levels (F.1-2 in January, F.4-6 in March and F.3 in
April). They also organized various functions, e.g. poolside barbeque, the Chinese New Year picnic,
sports day as an additional post-exam activity held in late June, etc. to build a sense of belonging
among parents to the school and to strengthen parents’ relationship with their sons. Besides, there
were interest groups like the Chinese painting class, tennis interest group and the Parents’ Choir.
The Parents’ Association also collected and sold used textbooks as a service. The revenue was
reserved to support student activities. Parents together with their sons were also invited to join a
social service programme. The response was quite good.
The Parents’ Association owned a strong team of parent volunteers. They helped in monitoring the
operation of the school canteen and lent helping hands for the students’ library. To help establish
leisure reading habits among their sons, there was a team of volunteers looking after more than ten
book shelves lining along the main corridor of the school with a great variety of donated books.
To help promote parent education, there were seminars and talks organized by the Parents’
Association. The first talk was held during the annual general meeting in October. At every tea
gathering for the parents, there was also a talk or sharing session given by the school administration,
professionals or parents themselves. When new students registered in July, the Parents’ Association
invited the parents and their sons to a sharing session. Another sharing session was organized on
the day when the parents came to collect the mid-year report cards. A special talk on Wah Yan
culture was held in May. It showed that the Parents’ Association realized the importance of parent
education as a way to support student development. The Association also posted news on relevant
parent education activities organized by the Government and NGOs on the official website of the
Association.
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Reflection
The Parents’ Association had developed into a strong self-governed organization purely composed
of parents. More parents with passion, especially those from the junior forms, had to be identified
and encouraged to be elected into the Council so that sustainable development of the Association
could be attained.
The parents demonstrated good examples to their sons to serve unconditionally as “men and
women for and with others”.
Parent education has always been a major function of the Parents’ Association. More parent
education programmes could be organized.
Links with External Organizations
Achievements
Sharing a common educational vision, our school is a part of the Jesuit school system at three levels:
the China Province including Hong Kong, Macau and Taiwan, the Asia-Pacific region, and Jesuit
schools worldwide. From time to time, our school organizes or coordinates student exchange and
staff development programmes with schools at one or more of these system levels. This year, we
sent boys to a Jesuit School in Taiwan during the Easter holidays under an exchange programme
between us.
Reflection
Exchange programmes and visits could broaden our students’ global views and Jesuit values. Such
programmes could be set as regular annual events if possible.
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Chapter 5: Student Performance
5.1 The JUPAS Result and Overall Result
* The figures for 2016 are tentative figures.
The chart above indicated further improvement in the JUPAS offer rate. The improvement in the offer rate
this year was chiefly brought about by the improvement of our students’ results in the public examinations.
As the public examination results showed substantial improvement this year, some of our students were
admitted by highly competitive programmes like Law, Medicine, Pharmacy, Quantitative Finance offered
by local universities.
There is a trend that more and more of our students prefer to study abroad in countries like the UK, and
the United States. They treasure the experience of studying abroad and think it can broaden their horizons.
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00%
2014
2015
2016
Local Degree Offers Local Non-degree Offers Overseas Offers
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5.2 Performance in the Hong Kong Diploma of Secondary Education Examination 2016
Comparison of School Results with Day School Candidates
The chart above excludes statistics for electives with fewer than 5 students on average in the past five years and the extended
modules of Mathematics, which are not considered as electives.
From the chart above, we are able to see that our students’ performance in most subjects is better than
day school students. For example, in English Language, 83.13% of our students got L4 or above in the
subject, compared to 28.80% for the day school candidates. At the same time, 97.59% of our students
attained L3 or above in the subject while only 55.10% of the day school candidates could get the same
results. In Mathematics Compulsory Part, 77.11% of our students got L4 or above in the subject and the
territory figure was 38.50%. The figures for L2 or above were 99.40% (our school) to 81.20% (day school).
In Liberal Studies, 75.30% of our students could attain L4 or above and the territory figure was 36.20%.
For L2 or above, 99.40% of our students could attain the results while the territory figure was 89.30%. In
Chinese Language, our students’ performance is also better than the day school candidates. In different
electives, the percentages of our students attaining L4 or above and L2 or above were also higher than the
day school candidates.
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Comparison of HKDSE 2016 Results with the Results in 2014 & 2015
HKDSE 2016 HKDSE 2015 HKDSE 2014
Percentage of students
attaining 19 points or above in
their Best 5 subjects with core
subjects at 3322 or better
66.87 59.54 57.63
Percentage of Level 4 or
above in all subjects 69.40 62.50 64.80
The chart above excludes statistics for electives with fewer than 5 students on average in the past five years and the extended
modules of Mathematics, which are not considered as electives.
The improvement in the JUPAS offer rate this year was brought about by the improvement in the
HKDSE results. With better public examination results, our students could have wider choices and
some of them could get themselves by some competitive programmes.
A comparison of the HKDSE results in the three most recent years indicated that the HKDSE 2015
results were generally the best or the second best in three years. It can be observed that more
students were able to attain 19 points or above in their best 5 subjects with core subjects at 3322 or
better. The percentage this year was 66.87%, compared with 59.54% and 57.63% of the previous two
years. At the same time, more students were able to get Level 4 in the subjects they entered. The
percentage of attaining Level 4 or above in different subjects was also a three-year high, reaching
69.40%.
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In the four core subjects, the percentage of students attaining L4 or above were the highest in three
years. The percentage for English Language was 83.13%, which was 2.21% higher than previous year
and 5.16% higher than the percentage two years ago. The percentage for Chinese Language was
42.17%, which was also 0.36% and 5.75% higher than those of the two previous years. The
percentages for Mathematics and Liberal Studies were 77.10% and 75.30%, which were also the
highest in three years. The stronger performance of our students in the core subjects this year proved
to be an advantage for our students as they could enroll in the university programmes which they
favoured.
The students’ performance in the electives was also impressive. It can be observed that the
percentage attaining Level 4 or above in electives like BAFS, Biology, Chemistry, Economics, History,
Physics, etc., were the highest or the second highest in three years. For three consecutive years, all
students taking music could attain Level 4 or above. As our students could perform well in the elective
subjects, this helped get our students enrolled in various competitive university programmes.
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5.3 Performance in Music
3rd All-China Primary & Secondary Schools Students Arts
Showcase(Qingdao) (invited and recommended by the EDB)
Mixed Voices Singing Ensemble
(with Belilios Public School) Gold Medal 1st Class
Kathaumixw Choral Festival (BC, Canada)
Children’s Choir Category (aged 16 or under) 2nd
Youth Choir Category (aged 25 or under) 1st
Contemporary Music Category 1st
Vocal Ensemble (16 voices or under) 1st
‘Choir of the World’ (Grand Prix Winner of the Festival)
68th Hong Kong Schools Music Festival Result
Junior Mixed Voice Choir (Chinese) First Division 3rd
Intermediate Boys' Choir (Chinese) First Division 1st
Intermediate Mixed Voice Choir (Chinese) First Division 1st
Intermediate Boys' Choir (Foreign) First Division 2nd
Intermediate Mixed Voice Choir (Foreign) First Division 3rd
Senior Boys' Choir (Foreign) First Division 2nd
Senior Boys' Choir (Chinese) First Division 2nd
Senior Mixed Voice Choir (Chinese) First Division 2nd
Madrigal - Mixed Voice - Secondary School (Group 2)
(with Heep Yunn School)
2nd
Oratorio Mixed Voice 3rd
Symphone Orchestra - Intermediate 1st
Hong Kong Schools Music Interflow 2016 (organized by Music Office, LCSD)
Symphony Orchestra (Secondary School A) Gold Medal
String Orchestra (Secondary School B) Silver Medal
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5.4 Performance in Sports
5.4.1 BOCHK Bauhinia Bowl Award 2015-16 (Boys School) Most Progressive School
5.4.2 Outstanding Athlete Award in Athletics of BOCHK Bauhinia Award Outstanding Athletes 2015-2016 Cheung Wang Fung (F.5J)
5.4.3 BOCHK Rising Star Award Rising Star Athlete 2015-2016 Fung Chi Lok (F.2S)
5.4.4 Ten Sport Excellence of Grantham Outstanding Student Athlete Awards 2015-2016 Leung Ho Chun (F.4S)
5.4.5 Inter-school Sports Competition Results 2015-2016
Athletics (Division 1) Position
A Grade 2nd
B Grade 9th
C Grade 3rd
Overall 3rd
Swimming (Division 1)
A Grade 5th
B Grade 8th
C Grade 4th
Overall 5th
Ice Hockey
Division A 1st
Division B 1st
Tennis (Division 1) 4th
Badminton (Division 1)
A Grade 6th
B Grade 5th
C Grade 6th
Overall 5th
Water Polo (Open) 4th
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Football (Division 1)
A Grade 7th
B Grade 6th
C Grade 6th
Remark: Sportsmanship Award
Overall 10th
Baseball (Open) 7th
Fencing (Open)
Epee
Foil
Sabre 6th
Overall 12th
Hockey
Division 2 6th
Junior Open 5th
Orienteering
Kowloon District (Heat)
A Grade 4th
B Grade 4th
C Grade 8th
Overall 6th
Final 14th
Rugby
A Grade 7th
Cross Country (Division 2)
Promoted to Division 1 in 2016-2017
A Grade 2nd
B Grade 7th
C Grade 3rd
Overall 2nd
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Table Tennis (Division 2) Promoted to Division 1 in 2016-2017
A Grade 6th
B Grade 5th
C Grade 1st
Overall 2nd
Volleyball (Division 2)
A Grade 6th
B Grade 5th
C Grade 5th
Overall 6th
Basketball (Division 3)
A Grade 9th
B Grade 3rd
C Grade 5th
Overall 5th
5.4.3 Sports Award
Name Events Grade Position Remark
Inter-school
Athletics
Championships
(Division 1)
Cheung Wang Fung 110MH A 1st New
Record
Cheung Wang Fung 400MH A 1st New
Record
Leung Ho Chun 400M A 1st
Leung Ho Chun 800M A 1st New Record
Yang Qiyu High Jump A 1st New
Record
Cheung Wang Fung
Leung Ho Chun
Chan Yik Long
Cheng Chi Tim
4x400m A 1st New
Record
Tsang Chun Ho Javelin B 3rd
Fung Chi Lok 100m C 1st
Fung Chi Lok 200m C 1st
Tse Cheuk Hin 400m C 1st
Tse Cheuk Hin 800m C 4th
Chung Chi Kit High Jump C 1st
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Name Events Grade Position Remark
Chan Eddie Patrick Shot Put C 2nd
Fung Chi Lok
Tse Cheuk Hin
Yau Tse Ho Colin
Mak Chun Tou
4x400m C 1st
Inter-school
Swimming
Competition
(Division 1)
Suen Wai Cheong 50M Free Style A 1st
Suen Wai Cheong 100M Free
Style A 3rd
Suen Wai Cheong
Yeung Chun Kiu
Cheung Siu Fung
Ng Chau Lung
4x50m
Free Style A 3rd
Yip Kun Fung 50m Free Style B 2nd
Yip Kun Fung 100m Free
Style B 4th
Chan Long Yin 50m Free Style C 4th
Chan Long Yin 50m Back
Stroke C 4th
5.5 Performance in Other Areas
English Language
67th Hong Kong Schools Speech Festival Position/Award
Choral Speaking (Form 1) 1st
Harmonic Speaking (Form 2) 3rd
Harmonic Speaking (Form 3) 1st, 3rd
English Debating Competitions
5th WYK Junior Inter-school Debating Tournament Champion
12th Junior HKSDPSC Debating Championship Champion
HKSS Debating Competition 1st Runner-up
English Drama Competitions
Hong Kong School Drama Festival
Outstanding Script;
Outstanding Stage Effect;
Outstanding Cooperation;
Best Performer
EMI Drama Festival Outstanding Performer
Shorts on Stage Best Teamwork
Speak Out-Act Up Drama Competition Best Teamwork
Other Competitions: Battle of the Books Semi-Finalist
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Chapter 6: Feedback and Follow-up
6.1 Management and Organization
The slogan of the school objective of this year is "Be a Reflective and Active Learner; Build a Caring
Learning Community", in response to our three Major Concerns: 1) Develop diversified teaching
strategies and cater for learners’ diversity, with high expectations of students; 2) Help students to form
their character with Jesuit values and fighting spirit; 3) Build a learning community, with focus on staff
formation and self-evaluation. Our expectations are: 1) Wahyanites can develop to be reflective and
active learners; 2) Wahyanites can form their character, living out the spirit of Magis and becoming
leaders-in-service; 3) Both teachers and students love to learn and learn to love.
The school has been showing continuous improvement, but some of us are still caught in the
misconception of "freedom", hurting our unity, weakening our synergy and dragging down our
development. The IMC set up an ad hoc committee to evaluate the school culture in the hope that
we could cultivate a culture that facilitates teaching and learning. Freedom, in the Jesuit sense, refers
to inner freedom and is not "free will to do whatever you want", which is just reaction, without
reflection or responsibility. Instead, we should provide ample space and choices for our students and
inspire them to discern the good and the right, with selfless love, high expectations, immense
commitment and profound conscience, along with purpose and passion, to achieve Human Excellence,
in response to the needs of society. The freedom we treasure is freedom with responsibility, purpose
and passion, to achieve Human Excellence.
To cultivate a school culture in which we enjoy freedom with responsibility, purpose and passion, we
need to strengthen Staff Formation and communication with different stakeholders, to clarify any
misunderstanding of freedom so that we can form a community working towards our shared vision.
We should also reinforce life-planning programmes, e.g. goal-setting programmes in junior forms and
inviting fresh graduates to share with the junior students about goal-setting. We may provide common
learning experiences like S1 Performance Night in which students strive for one goal as a team, helping
them to enjoy competition and learn team spirit. The learning experiences may be form activities or
House activities in areas such as Drama, Debate or STEM. Moreover, to achieve Human Excellence in
Freedom, Wahyanites should learn to have more self-discipline and better time management. We
should also nurture unity through gratitude and respect.
In order to create more space and provide more support for teachers, the school will continue to use
the Senior Secondary Curriculum Support Grant and Career and Life Planning Grant to employ teaching
assistants for subject panels and committees in the hope that teachers can have more time to focus
on raising the effectiveness of teaching and learning.
4 1
6.2 Teaching and Learning
This year, in order to prepare our F.6 students well for the HKDSE examination, we arranged mock tests
after school every Monday. It is found that the teachers could make good use of the tests and provide
feedback to the students, helping them to learn better and achieve a higher level. The overall HKDSE
examination results are the best over the past 5 years. The Top Scholar is 6J Wu Chun Pong, with Level
5** in four subjects and 5* in two subjects. The JUPAS Offer Rate (offers by local institutions) has
reached 73.78%, a record high. Yet, the next question is: how can we strive towards sustainability and
develop beyond excellence? We should set learning as our mission, to learn actively through reflection.
With the platform of Small Class Teaching, teachers need to adopt diversified teaching strategies for
students of different abilities so as to help our students to develop to be reflective and active learners.
We should have high expectations of our students and make our lessons more interactive, engaging
and inspiring. Teachers have to give more feedback to help students to learn better and polish students’
higher-order thinking skills. It is expected that all students can become reflective and active learners
so as to strive for better performance. This year, we encouraged our panels to include an extended
part in the Scheme of Work so that curriculum planning can cater to the different needs of the students,
but it has turned out that the result is far from satisfactory. We need to communicate better with the
panels to realize the plan.
Due to the financial deficit, we may consider scaling down Small Class Teaching but still try our best to
maintain the quality of our education. Thorough consultation will be carried out in the hope that a
consensus can be reached. Besides, we will consider organizing a fund-raising campaign in order to
support learning activities of our students.
The subject Computer Literacy has been introduced in Form 1, in response to the context that the
Technology Education Key Learning Area in junior forms is below that as recommended in the Basic
Education Curriculum Guide. In the future, we hope that coding and STEM can be further developed
through the subject or collaboration with other subjects.
The Chinese Panel continued to join the School-based Support Services Programme provided by EDB
so as to review curriculum planning, collaborate lesson planning, promote assessment for learning and
cater for learner diversity more. With the appointment of an experienced teacher to be the Senior
Form Chinese Panel Head, the Chinese Panel has been functioning more smoothly, thus raising the
effectiveness of teaching and learning. Although we cannot join the School-based Support Services
Programme next year, the Chinese Panel will still cooperate with the Support Team closely to further
raise the professionalism of the teachers in the hope of helping the students to learn better.
4 2
The Assessment and Examination Committee was set up to co-ordinate assessment arrangement and
promote the use of assessment data to feedback on learning. With the new committee, assessment
arrangements have been made smoother, and in the coming years, we hope the committee can work
on the second purpose more: make better use of assessment data to provide feedback on learning.
This year, we have adopted a new class allocation system in the junior forms and it is found that the
labelling effect of remedial classes has been reduced, collaborative learning has been encouraged and
there has been more support for the average students. Next year, we will also evaluate the senior form
subject combinations to see whether it would be good for some students to take two electives only so
that enhancement in the learning of core subjects can be carried out.
6.3 Student Support and School Ethos
This year, we have added the 20 minutes’ Morning Formation period and the 10 minutes’ Examen
time to the timetable and strengthened the role of class teachers in Values Education, in response to
the Report of the External School Review 2011. The Morning Formation is not just for dealing with
class chores but serves three purposes: 1) Offer Cura Personalis and a platform for class teachers to
accompany the students, having more personal contact with them; 2) Inspire the students to form
their character and live life with purpose and passion; and 3) Promote Values Education. It is found
that most classes have a better caring and learning atmosphere, but success highly depends on the
class teachers. For this reason, more professional development training or sharing will be provided
for the class teachers to better equip them.
The Examen was introduced and it consists of 5 parts: 1) Silence; 2) Gratitude; 3) Awareness;
4) Reflection and 5) Betterment. It is found that junior students are more receptive than the senior
students and are more willing to try the Examen, forming the habit of reflection and benefitting from
it. Most classes can keep silent, and for classes that are more receptive, the students find that they are
more attentive in the lesson and have better emotion management. Again, success of the
implementation highly depends on the class teachers, so more staff formation or sharing will be
arranged. We will also encourage students to guide the Examen themselves so that they have a strong
sense of ownership.
The performance of our students shows that they have been living out the spirit of Magis and have
had breakthroughs in various areas, like Sports and Music. The sports results of this year are the best
over the past 30 years. Our Athletic Team was ranked 3rd in the Inter-school Athletic Competition, with
A Grade ranked 2nd and C Grade ranked 3rd. Our Swimming Team was ranked 5th, with the C Grade
squad ranked 4th, winning the first trophy in Inter-school swimming Competition. Our Ice-hockey Team
4 3
beat the six-time champion and was crowned the new champion. Both our Tennis Team and Water
Polo Team were ranked 4th while our Badminton Team was ranked 5th, despite the fact that they had
just been promoted to Division One. We were awarded the Most Progressive School Award of the
Bauhinia Bowl Award for the second year in a row, which is a feat that no school has ever achieved.
5J Cheung Wang Fung was awarded BOCHK Bauhinia Bowl Award Outstanding Athlete (Athletics);
4S Leung Ho Chun was awarded HKSSF Grantham Outstanding Student Athlete (Ten Sport Excellence);
2S Fung Chi Lok was awarded BOCHK Rising Star Athlete (Athletics).
For Music achievements, our choir won international music awards like the Grand Prix Winner of the
Kathaumixw Choral Festival, BC, Canada, and was named "Choir of the World". Our choir was invited
and recommended by the Education Bureau, HKSAR, to represent Hong Kong to take part in the 3rd All-
China Primary & Secondary Schools Students Arts Showcase in Qingdao and won the Gold Medal 1st
Class. For the 68th Hong Kong Schools Music Festival, our Intermediate Boys' Choir and Intermediate
Mixed Choir both won the 1st prize in the Chinese Language Section while the Symphonic Orchestra
won the 1st prize in the Intermediate Section.
Our students also won the Investigation Award and the Invention Award of the Hong Kong Student
Science Project Competition. The students have applied for a patent on their invention: Portable Smart
Air-conditioner.
This year, we have a new blazer and a new sports jacket, giving a better sense of identity to our
students. The design of the blazer is like a suit so that the students look more like young gentlemen
and have a better self-image. We hope that when the students put on the blazer or the sports jacket,
they are aware that they are members of the community and have a better sense of responsibility for
the community. We have also resurfaced our tennis courts for our students to enjoy the tennis game
more.
We hope that our students can enjoy freedom with responsibility, purpose and passion, so Life-
planning Programmes have been extended to the junior forms, with the theme "Understanding Myself
and Goals Setting" for F.1; "My Possibilities" for F.2 and "My Choice" for F.3. It is hoped that the class
teachers will be involved more in the life-planning programmes and help to guide and monitor
students' progress.
The House System has been restored to strengthen brotherhood across classes and forms and help
the students to nurture better fighting spirit. Besides the Athletic Meet and post-examination activities,
we had the Inter-House Swimming Gala, and in the future, we hope that there will be more cultural
activities as well.
4 4
To nurture Human Excellence, with qualities of Competence, Commitment, Compassion and
Conscience, will continue to be our direction of school development so that our students can develop
to be better Men for and with Others.
Our future development will also incorporate the five missions set by Fr. Provincial: 1) Service of faith
and promotion of justice; 2) Response to greater needs of society; 3) Ability to collaborate and network
with others; 4) Feasibility and sustainability; and 5) Ministries in line with Jesuit tradition, so that our
students will grow up to be leaders-in-service.
4 5
Chapter 7: Financial Summary
Financial Summary (2015.09.01 to 2016.08.31)
Opening Balance
(as at 1.9.2015) Income ($) Expenditure ($)
Government Funds and School Funds
I. Government Funds (EOEBG)
- Basic Baseline/ per class- IMC $2,034,463.00
- Composite Furniture & Equipment Grant $369,494.20
- Lift Maintenance Grant $78,422.00
- Programme Fund for Whole-School App. To Guid. & Disc. $27,735.10
- School & Class Grant $1,614,363.75
- Supplementary Grant for Sch. Based Man. $5,800.00
- Administration Grant $4,062,186.00 $4,700,044.00
- Composite Information Technology Grant $419,709.00 $522,878.38
- Capacity Enhancement Grant $574,415.00 $639,844.63
- Noise Abatement Grant $234,963.00
Sub-total $0.00 $7,325,736.00 $7,958,582.06
II. Government Funds (Outside EOEBG)
- Salary Grant - Teaching Staff $0.00 $42,015,423.49 $42,015,423.49
- Salary Grant - Teaching Supporting Staff $3,352.92 $2,123,251.25 $2,123,251.25
- Salary Grant - Supply Staff $4,841.37 $63,720.00 $63,720.00
- Non-Teach PF Scheme Employer's Cont. $0.00 $255,009.00 $259,713.83
- Com. on Home-sch. Co-operation Grant $10,289.90 $20,729.00 $4,000.00
- Teacher Relief Grant $208,045.32 $205,178.00 $114,094.00
4 6
- Sch.-based after Sch. Learn. & Support Prog. $45,285.00 $75,600.00 $83,943.00
- Grants for the Establishment and Operation of IMC -$90,849.56 $90,849.56 $0.00
- Diversity Learning Grant - Applied Learning $47,250.00 $47,250.00
- Diversity Learning Grant - Other Prog. $2,090.59 $105,000.00 $132,184.92
- Senior Secondary Curriculum Support Grant $0.00 $812,340.00 $915,752.52
- Career and Life Planning Grant $9,716.25 $541,560.00 $378,847.69
- Jockey Club Life Wide Learning Fund $0.00 $40,005.00 $39,923.50
- Learning Support Grant for Secondary School $31,513.12 $375,284.00 $316,688.00
- Moral and National Education Subject Support Grant $160,784.75 $0.00 $9,600.00
- EDB Secondment Account $21,016.26 $385,182.50 $404,089.89
- One-of Grant for Websams Upgrading $500.00 $0.00 $0.00
- Fourth Strategy on IT in Ed-One off for Qcq Mobil C $121,450.00 $84,940.00 $0.00
- Strengthening School Administration Management Grant $0.00 $250,000.00 $0.00
- Special Home-School Co-Operation (HSC) Grant $0.00 $5,000.00 $4,500.00
Sub-total $528,035.92 $47,496,321.80 $46,912,982.09
II. School Funds (General Funds)
(1) Tong Fai - $178,250.00 -
(2) Donations - $207,800.00 -
(3) Collection of fees for specific purposes (including electricity charges for
air-conditioning) $362,410.60 $284,150.00 $225,708.50
(4) Others $4,372,865.19 $2,519,876.50 $2,217,117.57
Sub-total $4,735,275.79 $3,190,076.50 $2,442,826.07
Total surplus for school year $697,744.08
Accumulated surplus as at the end of school year $5,961,055.79
4 7
Chapter 8: Appendices
Appendix 1: Report of Career and Life Planning Grant (2015-2016)
No. Strategies Actual
Implementation
Time
Achievements Reflection & Feedback
1 Life Planning
Programmes in
Junior Forms
Jan – May 2016 Life Planning Workshops
were delivered to junior
students through school-
based programmes and
external service provider to
help students to make self-
assessment on their
strengths, interests,
aspirations and limitations
for career planning and
subject selection.
Information on students’
career aspirations was
collected for future planning
of life planning programmes.
Students’ awareness in life
planning is in general enhanced
but some students are still
quite inert in implementing
actions for their life planning.
The schedule of the workshops
can be further refined such that
follow-up work can be carried
out more effectively.
It was also suggested that a
basic career interest
assessment can be arranged for
Form 3 students to allow them
to explore their further study
aspirations from different
perspectives.
2 Career Mapping –
to develop
students' life
planning skills
Jan – Apr 2016 A school-based life planning
programme was successfully
delivered to Form 4 students
during OLE classes to initiate
students’ action in further
studies planning. An
assessment test “Basic
Interest Marker” was
adopted to allow students to
identify career interests for
further exploration.
Some students are still not
aware of the importance of
early planning of their further
studies. It was suggested that
the role of class teachers could
be enhanced and some
elements of life planning can be
delivered through the
Formation classes by class
teachers.
4 8
No. Strategies Actual
Implementation
Time
Achievements Reflection & Feedback
3 Career Interest
Inventory (CII) and
Individual
Counselling on
careers aspiration
- Senior Secondary
Feb – May 2016 The CII assessment tool
under the CLAP for Youth
programme was adopted.
Over 80% of the Form 5
students completed the
tests. The CII reports were
provided to class teachers
and careers teachers for
JUPAS and further studies
counselling.
CII assessment can be
supplemented with a mock
JUPAS exercise, which can be
implemented after Form 5 Final
Examination.
This can motivate Form 5
students to take early action for
their academic planning.
4 Work Experience
Programme
Summer 2016 8 students participated in
the Work Experience
Programme last summer.
Some students gained
valuable first-hand working
experience at an IT
company.
Some students worked as
research assistants at local
universities and made better
preparation for their further
studies.
Students can reflect on these
experiences for their future
career planning.
Students will share these
experiences with their
schoolmates to encourage
them to take action for life
planning.
5 Help to carry out
Life-wide Planning
Programmes by
employing a GM
teacher and a
Teaching Assistant
Whole year Better planning and
implementation of Life
Planning programmes were
achieved with reduced
teaching and administrative
loads of the careers master
and the assistant careers
mistress.
It created room for the
careers master to engage in
training programmes in Life
Planning.
The Careers Master will
continue to take an active role
to nurture whole-approach life-
planning education.
Further collaboration with the
Staff Development Committee
will be explored to enhance
teachers’ awareness in life
planning education.
4 9
Appendix 2: Report of Capacity Enhancement Grant (2015-2016)
No. Strategies Actual
Implementation
Time
Achievements Reflection & Feedback
1 Employment of
1.0 full-time
English teacher
and 0.3 full-time
Chinese teacher
2015-16 The employment of the
extra teachers can help to
implement Small Class
Teaching. With Small Class
Teaching, we can cater for
learner diversity more, give
more personal care for the
students, improve teacher-
student relationship, reduce
learners’ anxiety and help to
motivate students.
The 1.0 English teacher also
contributes to the good
result of English in the
HKDSE examination 2016,
while the 0.3 Chinese
teacher helps to bring about
improvement in the result of
Chinese in the HKDSE
examination.
According to the appraisal
reports of the 1.3 teachers
concerned, both of them
performed satisfactorily in
teaching and learning.
Besides teaching duties, the
two teachers also helped
with choral speaking
activities while the English
teacher also served as an
advisor of the debate team.
The Small Class Teaching
arrangement offers a good
platform for us to enhance
the effectiveness of teaching
and learning. Yet, whether
Small Class Teaching can lead
to better academic
performance depends on the
pedagogy and commitment of
the teachers. To make better
use of the arrangement,
teachers must have high
expectations of the students
and raise the effectiveness of
teaching and learning,
aligning it with the
requirements of the HKDSE.
Teachers need to have good
class management to nurture
an atmosphere that facilitates
learning. We need to adopt
diversified teaching strategies
for students of different
abilities so as to make lessons
interactive; engaging the
students more. Teachers have
to give more feedback to help
the students to learn better
and polish students’ higher-
order thinking skills. Staff
formation and staff
development are crucial in
the hope of forming a learning
community.
5 0
Appendix 3: Report of Senior Secondary Curriculum Support Grant
No. Strategies Actual
Implementation
Time
Achievements Reflection & Feedback
1 Employment of a
full-time LS
teacher
2015-16 The employment of the
extra teacher can allow
splitting of 5 LS classes into 6
groups in the senior forms.
With Small Class Teaching,
we can cater for learner
diversity more, give more
feedback and help the
students to master
examination skills better.
The appraisal report of the
LS teacher is excellent,
highlighting that the teacher
is highly effective and
committed.
As the post of LS teacher is
only a funding post, it is not
easy to hire or to keep a
competent teacher. Long-
term career paths have to be
planned for the teacher to
recognize his effort.
2 Employment of
3.2 Teaching
Assistants (LS,
Chinese,
Mathematics,
Pastoral)
2015-16 Teaching Assistants help to
prepare teaching resources
and create space for
teachers to focus on raising
the effectiveness of teaching
and learning.
The Teaching Assistants also
help with lesson
substitution and invigilation.
The Chinese Teaching
Assistant helps with the
teaching of a small group of
Non-native Chinese-
speaking students.
Panels have to plan carefully
how to make better use of the
Teaching Assistants to
contribute to the preparation
of quality learning resources
and deliverables.
More concrete guidelines
have to be provided so that
the Teaching Assistants can
realize their full potential.
Evaluation of work has to be
done in a timely way.
5 1
Appendix 4: Report of Learning Support Grant
No. Strategies Actual
Implementation
Time
Achievements Reflection & Feedback
1 Employment of
Educational
Psychologist (EP)
and Clinical
Psychologist (CP)
(part time)
1 Sept 2015 - 31
Aug 2016
Many SEN students have
progress in behaviour, social
skills and peer relation
because of the intensive
professional support from
EP and CP.
Parents are very satisfied
with our service.
A tier 3 student has made
much progress due to
intensive care from CP.
EP, CP are very professional in
their support for SEN
students, and has helped
them in making significant
progress in proper behaviour
and better peer relations.
EP, CP and social worker work
very closely together to
support SEN students, their
teachers and their parents.
5 2
School-based After-school Learning and Support Programmes 2015/16 s.y.
School-based Grant - Programme Report
Name of School: Wah Yan College, Kowloon
Project Coordinator: Cecilia Chow Tze Sze Contact Telephone No.: 23841038
A. The number of students (count by heads) benefitted under this programme is 20 (including A. 1 CSSA recipients, B. 19 SFAS full-
grant recipients and C. 0 under school’s discretionary quota).
B. Information on Activities under the Programme
*Name /
Type of
activity
Actual no.
of
participating
eligible
students #
Average
attendance
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
Music Tour
(Hungary,
North
America,
Shanghai)
7 100% Aug 15
Jul 16
Aug 16
58875
questionnaire
/
Instrumental
Class
1 3 100% Sept 15- Aug
16
12000 questionnaire /
Music Camp 1 100% Dec 15 510 questionnaire /
5 3
*Name /
Type of
activity
Actual no.
of
participating
eligible
students #
Average
attendance
rate
Period/Date
activity held
Actual
expenses
($)
Method(s) of
evaluation
Name of
partner/
service
provider
Remarks
Sports Team
Training
8 95% Sept 15- Aug
16
12558 questionnaire /
Total no. of
activities:
2
@No. of
participation
counts
1 19 Total
Expenses
83943
**Total no.
of
participation
counts
20
Note:
* Name/type of activities are categorized as follows: tutorial service, learning skill training, languages training, visits, art /culture activities, sports, self-confidence
development, volunteer service, adventure activities, leadership training, and communication skills training courses.
@ 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).
5 4
C. Project Effectiveness
In general, how would you rate the achievements of the 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) Your 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 toward schooling
l) Students’ outlook on life
m) Your overall view on students’
personal and social development
Community
Involvement
5 5
Please put a “”
against the most
appropriate box.
Improved No
Change Declining Not Applicable
Significant Moderate Slight
n) Students’ participation in
extracurricular and voluntary activities
o) Students’ sense of belonging
p) Students’ understanding on the
community
q) Your overall view on students’
community involvement
D. Comments on the project conducted
Problems/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 programmes;
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 handling funds disbursed by EDB;
the reporting requirements too complicated and time-consuming;
Others (Please specify):
E. Do you have any feedback from students and their parents? Are they satisfied with the service provided? (optional)
Parents were thankful that their sons were subsidized for the activities.
5 6
Appendix 6: Report of the Enhancement of WiFi Infrastructure (2015-2016)
No. Strategies Actual
Implementation
Time
Achievements Reflection & Feedback
1 Promotion of the
use of tablet PC in
Digital Laboratory
and geography
room
Not yet started N/A Wifi900 infrastructure
installation was delayed.
Completed hardware setup in
late April.
User acceptance test (UAT) of
Wifi900 was unsatisfactory
and the service provider tried
to resolve the problem of the
whole system.
2 Promotion of IT in
Education in
Digital Laboratory
Feb 2016 –
May 2016
Subject teachers (Biology &
Chinese Language) started
to use digital lab as their
learning ground for
interactive learning
activities.
Digital lab was not fully used
as lack of training provided
for teachers and huge delay
in Wifi900 project.
Promotion of the use of
digital lab through various I.T.
training workshops once the
Wifi infrastructure is
completed.
