annual school report - web.wahyan.edu.hkweb.wahyan.edu.hk/attachments/article/366/school report...

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A.M.D.G.

Wah Yan College, Hong Kong

A Jesuit Secondary School

Annual School Report

2017-2018

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1. Our School

Wah Yan College was founded at 60 Hollywood Road, Hong Kong on 16th December 1919, by

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

transferred to the care of the Jesuit Fathers on 22nd December in 1932 with Rev. Fr. R.W. Gallagher,

S.J. as the first Rector. In 1955, the college moved from Robinson Road to the present premises at

281 Queen’s Road East. From then on, new buildings have been constructed to improve the

facilities for the students. In 1987, Sir Gordon Wu Ying Sheung, a past student, donated the new

annex, the Gordon Wu Hall to Wah Yan College, H.K. In 2005, Phases I & II of the School

Improvement Project were completed in April, the building was named Francis H. B. Wong

Teaching Building. In 2014, Phase III of the Project was completed and the building was named

Wu Jieh Yee Building.

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

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

2. Vision of Jesuit Education in the Chinese Province

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

community for students and staff to become progressively competent, committed,

compassionate, spiritual, and ethically discerning persons with a universal heart

contributing to the welfare and happiness of all, in particular the poor and the neglected.”

3. School Mission

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

1. to be empathic role models for our students to grow into responsible and compassionate

community members,

2. to inspire students to strive for excellence, and

3. to nurture caring leaders who are competent spiritually, morally and intellectually.

The underlying ethos of the school is based on the school motto “Men for and with others”. This

is in alignment with the Jesuit Pedagogical Paradigm. It is this paradigm that informs all learning

at Wah Yan College and makes it an experience that reaches far beyond that which goes on inside

the classroom.

4. The Five Categories of the Profile of the Jesuit Student at Graduation for the Chinese Province

1. Intellectually Competent

2. Loving as a Personal Orientation

3. Open to Life-long Growth

4. Religious and Moral

5. Committed to Acting on Justice

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5. School Management The top administrative unit in Wah Yan College is the Incorporated Management Committee. It

consists of eight members representing the Society of Jesus (five of whom are Jesuits and one is

an alternate manager), the Principal, a Teacher Manager and an alternate Teacher Manager, a Parent

Manager and an alternate Parent Manager, an Alumni Manager and an Independent Manager.

The members of the IMC 2017-2018:

Sponsoring Body Managers (7)

Alternate Manager (1)

Rev. Stephen Chow, S.J. (Supervisor)

Rev. Thomas Leung, S.J.

Rev. William Lo, S.J.

Rev. Stephen Tong, S.J.

Rev. Clement Tsui, S.J.

Mr. Chung Wai Leung

Mr. Joseph Lai

Mr. Norman So

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

Teacher Manager (1)

Alternate Teacher Manager (1)

Mr. Nelson Dai

Mr. Willy Lee

Parent Manager (1)

Alternate Parent Manager (1)

Dr. Ashley Cheng

Mrs. Sarah Chan

Alumni Manager (1) Mr. Gary Ching

Independent Manager (1) Mr. Tom Ho

The Incorporated Management Committee met six times in 2017-18. In addition, a retreat with

IMC members of Wah Yan College, Kowloon was held in June 2018.

The chart below shows the administrative structure of the school in 2017-2018.

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6. Campus and Facilities

Our College is located at the top of Mount Parish in Wanchai. The campus covers an area of over

220,000 sq. ft., in the middle of a lavish green environment with plenty of wildlife around. It is

made up of a 3-storey spacious classroom wing and a laboratory wing built in 1955, together with

more space and facilities gradually added over the years in the Gordon Wu Hall (1987), the Francis

H. B. Wong Teaching Building (2004) and the Wu Jieh Yee Building (2014). We are also proud

to have a beautifully-designed chapel and a lot of greenery at the center of the campus, providing

a unique and cosy learning environment for our students.

School facilities include three playgrounds, a gymnasium, a library, two computer rooms, a

STEAM laboratory, a computer-assisted learning room, four science laboratories, a multimedia

learning centre, Star Studio Production Centre, a music floor, a visual arts centre, an Integrated

Humanities Centre, a prayer room, seven interactive learning rooms, a student activity centre, a

geography room, a gymnasium and a canteen. The new school hall can seat about 900 persons and

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

be converted to a standard basketball court with spectator stands, the new hall is an excellent multi-

purpose venue for a wide variety of sports, artistic, social as well as academic functions.

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7. Teaching Staff

Our teaching staff consisted of 60 teachers, 2 laboratory technicians, 10 teacher assistants, 1 music

coordinator, 1 pastoral assistant, 1 IT technician and 1 SEN project coordinator. We believe

teachers are key to nurturing promising students. The information below shows the profile of our

teaching team.

Teachers’ experience

Highest Qualification

0

10

20

30

40

50

60

0 - 5 6 - 10 11 - 15 16 - 20 21 or aobve

Per

cen

tage

No. of years

Wah Yan Total

0

10

20

30

40

50

60

70

College of Education Bachelor Degreewithout Certificate in

Education

Bachelor Degree withCertificate in Education

Master Degree

Per

cen

tage

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8. Students

Students are what Wah Yan College exists for. There were a total of 768 students at the start of

the academic year 2017-18. The breakdown of classes and number of students in each form is as

follows:

Class Arrangement

Level F.1 F.2 F.3 F.4 F.5 F.6 Total

2017-2018 4 4 4 4* 4* 4* 24

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

Number of students (At the end of Academic Year)

Level F.1 F.2 F.3 F.4 F.5 F.6 Total

2017-2018 144 140 137 123 122 102 768

Despite being a Roman Catholic school, we offer freedom of worship to our students. The Catholic

Association is in charge of Catholic activities in the campus. 26.1% of Wah Yan students were

Catholic.

In 2017-2018, there were altogether 194 active learning days arranged for students. As the F.6

students had to take their public examinations during the second term, they had 112 learning days

respectively.

Statistics of Students

Students’ Religion

Catholic26%

Protestant9%

Buddhist3%

Others1%

Nil61%

Catholic Protestant Buddhist Others Nil

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Relationship with Wah Yan College, Hong Kong

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

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

Yes11%

No89%

Yes No

Yes8%

No92%

Yes No

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9. Students’ learning

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

in the modern world. We seek:

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

will be needed for life in its widest sense.

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

for others.

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

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

the fullest chance to develop the talents he possesses.

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

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

Chinese and English precisely, clearly and eloquently. Religious Education, named Ignatian

Values Education, is included in the basic curriculum of the College. Daily Mass and monthly

Benediction are offered to students who are interested in attending.

In 2017-2018, the school adopted the following curriculum:

Forms 1-3

Our curriculum aims at establishing a solid foundation for our students. Language Arts in English

and classical Chinese appreciation are embedded in our English and Chinese Language curriculum.

Putonghua is provided to help students to speak and listen to the national dialect.

There is no streaming in Forms 1, 2 and 3. We are adopting a mixed ability mode in learning and

teaching. Students with different academic abilities are allotted evenly to different classes.

All students in Forms 1 and 2 study English, Chinese, Mathematics, Chinese History, History,

Geography, Computer Literacy, Integrated Science, Music, Physical Education, Putonghua, Visual

Arts, Life & Society, Life Education/Religious Formation and Ignatian Values Education.

All students in Form 3 study English, Chinese, Mathematics, Chinese History, History, Geography,

Computer Literacy, Physics, Chemistry, Biology, Music, Physical Education, Putonghua, Visual

Arts, Life & Society, Life Education/Religious Formation and Ignatian Values Education.

Forms 4-6

The New Senior Secondary curriculum has been implemented since 2009. All senior form students

study English, Chinese, Mathematics, Ignatian Values Education, Liberal Studies, Physical

Education, and Aesthetic Education. All Form 4 students studied 3 elective subjects. Elective

subjects offered in 2017-2018 included: Business, Accounting and Financial Studies, Biology,

Chemistry, Chinese History, Ethics & Religious Studies, Geography, History, Music and Physics.

Students were allowed to study Applied Learning subjects offered by other institutions in exchange

for an optional subject they took in Form 4 when they were promoted to Form 5.

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10. Academic Performance 2017-2018

2018 HKDSE Examination Performance

-Best 5 subjects

The school has achieved very good HKDSE results which are significantly better than the territory-

wide average in Hong Kong. The same applies to JUPAS offers. Among local university offers,

HKU continues to make up the highest percentage (34.3%), closely followed by CUHK (32.8%).

Programs students enrolled on include medicine, law (including law double-degrees), architecture,

business, biomedical sciences and humanities, etc. About 30% of graduates decided to study

overseas.

0

10

20

30

40

50

60

70

80

90

100

Five Level5**

Five Level 5*or above

Five Level 5or above





Four Level 1or above

Three Level1 or above

All Candidate Wah Yan

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11. Students’ Achievements 2017-2018

(I) Chinese

Event Award Awardees

第六十九屆香港學校朗誦節

男子組中學一

年級粵語詩詞

獨誦

冠軍 1Y CHAN Ting Hei Daniel

(陳霆熹)

中學一二年級

普通話散文獨

誦

冠軍 2Y NG Yuet Anson (吳越)

Hong Kong Schools Putonghua Speech and Art Competition 2018

第十八屆全港學界普通話傳藝比賽

初中詩歌組冠軍 1W HUNG Long Tin (熊朗天)

初中古詩組亞軍 1W HUNG Long Tin (熊朗天)

初中誦讀小說

二人組

亞軍 1W FUNG Chun Hei Justin

(馮俊曦)

1W HUNG Long Tin (熊朗天)

2017/2018 香港學校戲劇節 (廣東話組)

傑出導演獎 5W CAO Wai (曹為)

5C HO Sin Him (何善謙)

傑出演員獎 5W CAO Wai (曹為)

5W SIN Hoi Lok (冼海鍩)

5W CHAN Long Yin Aileran

(陳朗賢)

5C LAM Wai Shun (林煒舜)

5C MO Ching Yeung (毛清洋)

5C TSE Ho Leung (謝浩樑)

4Y ZHANG Yuk Kiu Jason

(張毓喬)

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4Y CHAN Wan (陳允)

傑出舞台效果獎 Wah Yan College, Hong Kong

傑出合作獎 Wah Yan College, Hong Kong

傑出整體演出獎 Wah Yan College, Hong Kong

(II) English


UNESCO Hong Kong SDG Debating Tournament 2017

Open Grade 6th Best Team

Wah Yan College, Hong Kong (Team A)

6th Best Debater 6C JUDGE Allen William

(謝華樂)

15th JSDC Debating Tournament

15th Junior SDC WSDC style Debating

1st runner-up Wah Yan College, Hong Kong

Top Ten Speaker

Achievements Award

3H YUE Chung Hin (余仲軒)

2H CHAN Arthur Chi Yen

(陳子彥)

The 69th Hong Kong Schools Speech Festival

Solo Verse Speaking

1st Place 3W WONG Joshua Jiang Sheng

(汪江晟)

2nd Place 1Y LEUNG Yiu Sing (梁耀升)

4K CHAN Chun Ho (陳縉灝)

3rd Place 1H LUI Pak Lok (呂柏樂)

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2H CHAN Arthur Chi Yen

(陳子彥)

3W YAM Maximilian Chun Yip

(任俊燁)

3Y MA Chun Man (馬雋旻)

Choral Speaking 2nd Place Wah Yan College, Hong Kong

English Drama Fest 2018

Outstanding Performer 4Y LAM Chak Fung (林澤鋒)

Best Teamwork Wah Yan College, Hong Kong

(III) Other Academic/ Subject-related Achievements


The Chemists Online Self-study Award Scheme

Diamond Award

6W LEE Chun Hin (李俊軒)

6W YUEN Wai Shiu (袁瑋劭)

6Y HUI Shing Hin (許承軒)

6Y LEUNG Hiu Fung (梁曉鋒) 6C

WONG Chun Ho (王雋皓) 6K

LAW Man Hei (羅文禧)

6K NG Chek Hay (吳卓熹)

Platinum Award

6H LEUNG Ka Wai (梁家瑋)

5Y CHAN Pak Ho (陳柏豪)

Silver Award

6K CHAN Kwan Leong Marco

(陳君亮)

Bronze Award

6W CHAN Chun Lam (陳俊霖)

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6K LEE Ho Yin (李浩賢)

Secondary School Mathematics and Science Competition 2017

Medal in Mathematics and

High Distinction in Physics

6K LAW Man Hei (羅文禧)

High Distinction in

Mathematics

6H LOY Ka Hon Gareth

(呂家瀚)

High Distinction in

Mathematics

6Y HUI Shing Hin (許承軒)

High Distinction in

Chemistry

6Y LEUNG Hiu Fung (梁曉鋒)

High Distinction in Physics,

Distinction in Mathematics,

Distinction in Biology and

Distinction in Chemistry

6K KWOK Fung Ting (郭灃霆)

Distinction in Biology 6C TSE Adrian Hymn (謝仕謙)

Distinction in Chemistry 6C WONG Chun Ho (王雋皓)

Distinction in Chemistry

6Y LEE Aaron Siu Hin (李兆軒)

Proficiency in Biology

6C YU Pak Hei (俞柏熙)

International Junior Science Olympiad 2018

2nd Prize 3K CHAN Kai Him Ambrose

(陳啟謙)

3rd Prize 3W TUNG Chuen Kei (董川琦)

3rd Prize 3Y MA Chun Man (馬雋旻)

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2017 香港初中數學奧林匹克全國青少年數學論壇選拔賽

數學建模小論

文評選比賽中

二年級組

亞軍 3K LEUNG Chi Kwan (梁智鈞)

3K LEE Kai Tin (李啟天)

Hong Kong Physics Olympiad 2018

3rd Honour 4C LONG Luo (龍洛)

4C TSUI Koon Wai (徐冠維)

Honourable Mention for Schools


Liberal Studies Programme 2017-2018

Senior Team Champion


4H LEUNG Yin Lok (梁彥諾)


5H YUEN Hei Shun Adam

(阮浠舜)

Mock Trial – Justice Education Project 2017-2018

模擬法庭．公義教育計劃 2017-2018

2nd Place 3K TANG Tsun Leung Chris

(鄧縉樑)

4W LUK Hon Man (陸翰文)

4Y CHAN Wan Justin (陳允)


(張毓喬)


4H LAI Sheung Lun (黎尚倫)

4K GO Ka Hang (吳嘉恆)


5H CHAK Chun Wai (翟進偉)


(阮浠舜)

6C TANG Tsun Kit Charles

(鄧駿杰)

6C YAM Chun To (任雋濤)

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6H LEE Lap Ki (李納祈)

6H SHIH Hon Chuen (施漢銓)

禁毒盃 3rd Place 3K TANG Tsun Leung Chris

(鄧縉樑)

4Y CHAN Wan Justin (陳允)


(張毓喬)


4H LAI Sheung Lun (黎尚倫)

4K GO Ka Hang (吳嘉恆)


5H CHAK Chun Wai (翟進偉)


(阮浠舜)

最佳律師 4H LEUNG Yin Lok (梁彥諾)



最佳表現證人 4Y ZHANG Yuk Kiu Jason

(張毓喬)



公義智囊團傑出公義智囊團 2W CHAN Chun Yuk (陳俊旭)

2W CHIN Kwan Nok (錢君諾)

2W CHIU Cheuk Him (趙卓謙)

2W HO Chun Hin (何駿軒)

2W HO Yuk Man Gabriel

(何昱文)

2W LAM Key Lok (林紀樂)

2W LI Kwong Yau Ignatius

(李光祐)

2W LOONG Yat Chun (龍一雋)

2W MAN Chi Lam (文智霖)

2W SO Hansen (蘇瀚森)

2H FONG Chun Hei (方俊熹)

2K WONG Chi Yan (王致仁)

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6C CHAN Lincoln (陳朗亨)


The Heat Event of the 35th Hong Kong Mathematics Olympaid

第三十五屆香港數學競賽

The First-class Honour

5Y WONG Timothy Bryan Co (黃

英豪)

The Second-class Honour

5K LIU Yi Xin (劉軼昕)

4C LONG Luo (龍洛)

The Third-class Honour


The Winner of Hong Kong Island Region

5W PURI Dev Lalit (傅明)

5Y CHAN Mannix (陳星宏)

5Y WONG Timothy Bryan Co (黃

英豪)

5K LIU Yi Xin (劉軼昕)

4C LONG Luo (龍洛)


The Hong Kong Youth Mathematical High Achievers Selection Contest

香港青少年數學精英選拔賽

The Second-class Honour

4C WONG Terry (王天瑞)

3K LEUNG Chi Kwan (梁智鈞)

The Third-class Honour

3K FUNG Kwun Chung (馮冠

璁)

香港初中數學奧林匹克全國青少年數學論壇選拔賽「數學建模小論文評選比賽」

亞軍 3K LEE Kai Tin (李啟天)


The Asia International Mathematical Olympaid Open Contest Semi-Final

Second Runner-up in Secondary Two


「華夏杯」全國數學奧林匹克邀請賽全國總決賽

一等奬 3Y LAU Trevor Cheuk Nam

(劉卓南)

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The Education Bureau - Mathematics Project Competition

Outstanding Performance Team

3K LEE Kai Tin (李啟天)


(IV) Music


Hong Kong Youth Music Interflows

String Orchestra Contest (Secondary School Class A)

Gold Award

(1st Place)


Symphony Orchestra Contest (Secondary School Class A)

Silver Award Wah Yan College, Hong Kong

Chinese Orchestra Contest (Secondary School Class A)

Bronze Award Wah Yan College, Hong Kong

70th Hong Kong Schools Speech and Music Festival

Graded Piano Solo - Grade Eight

Champion 3H HAU Brian (侯本一)

Descant Recorder Solo

Champion 2W MAN Chi Lam (文智霖)

Chinese Orchestra - Secondary School - Intermediate

2nd Place Wah Yan College, Hong Kong

Cello Solo - Senior

2nd Place 1W LEE Yui Chit Eugene

(李睿喆)

Erhu Solo - Senior

2nd Place 5C LEUNG Ho Fung (梁浩烽)

Suona Solo - Advanced

2nd Place 4H LO Shu Man (勞舒旻)

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String Ensemble - Secondary School – Junior

3rd Place Wah Yan College, Hong Kong

Oboe Solo - Secondary School - Junior

3rd Place 2H CHAN Tsun Hei Isaac

(陳儁僖)

Vocal Solo - Foreign Language - Baritone / Bass

3rd Place 3W WONG Joshua Jiang Sheng

(汪江晟)

French Horn Solo - Secondary School - Junior

3rd Place 1Y LEUNG Yiu Sing (梁耀升)

Vocal solo – Foreign Language – Boys Treble Voice

3rd Place 1H WONG Ka Lok (黃家樂)

Yangqin Solo - Junior

3rd Place 2H CHUNG Lok Yin Justin

(鍾諾言)

Joint School Music Association 聯校音樂大賽 2018

String Orchestra – Secondary School

Overall Champion of JSMA Festival


String Orchestra – Secondary School

Gold Award

(Champion)


School Choir – Secondary School – Advanced

Gold Award

(2nd Place)


Chinese Orchestra - Secondary School

Gold Award Wah Yan College, Hong Kong

Symphony Orchestra – Secondary School

Gold Award Wah Yan College, Hong Kong

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(V) Sports


Inter-school Fencing Competition (HK Island)

Boys C Grade Foil

2nd Place

1K WONG Hay Tao Bosco

(黃熙陶)

Inter-school Swimming Competition (Division 1)

Boy A Grade 50M Butterfly

2nd place 5K CHAN Fung Wei (陳鋒蔚)

Boy B Grade 50M Breaststroke

4th Place 3H YIP Siu Ho (葉兆豪)

Boy B Grade 4X50M Medley Relay

4th Place 3H CHOW Tsz Sum (周梓琛)

3H YIP Siu Ho (葉兆豪)

3H SO Pak Man (蘇柏文)

3Y WONG Pak Yui (黃柏叡)

Inter-school Squash Competition

Boys Overall 4th Place 4W WONG Tsz Wai (黃梓維)

4C WONG Anson (王友誴)

4C WU Yuri Charlton Chung Yin (胡仲賢)

4C YIK Ka Hung (易嘉鴻)

4H HO Chun Yu (何峻瑜)

4H HUI Tsun Wai (許峻瑋)

4K LAI Kong Yin (賴罡賢)

4K ON Ka Fung (安嘉浲)

3K TSE Yat Long (謝日朗)

2K CHUNG Man Hei (鍾旻熹)

Inter-school Badminton Competition

Boys C Grade 3rd Place 2W LIU Pak Hin (廖柏軒)

2H HUI Ho Yeung (許皓暘)

2H SIU Long Yin (蕭朗然)

2K NG Wing Fung (吳穎鋒)

1H YEUNG Ho Wang (楊浩弘)

1K KWOK Lap Ming Adrian

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(郭立名)

Inter-School Basketball Competition (Division One)

Boys Overall 3rd Place Wah Yan College, Hong Kong

Boys A Grade 4th Place 6W CHAN Chun Lam (陳俊霖)

6C YAM Chun To (任雋濤)

6K CHOI Ching Hang (蔡政衡)

5Y LAI Yat Kan (黎逸勤)

5C FOK Yat Nam (霍日楠)

5C MO Ching Yeung (毛清洋)

5C SHEK Ho Fung (石灝峰)

5C TSE Ho Leung (謝浩樑)

5H LEUNG Nga Shu Joshua

(梁雅書)

4C HUNG Ling Yam (洪凌崟)

Boys B Grade Champion 4W LEUNG Koon Chiu (梁冠昭)

4Y TAM Chi Heng (譚志鏗)

4C YIP Chun Nam (葉震楠)

4H HO Chun Yu (何峻瑜)

4H HONG Chiu Wing Timothy

(洪釗榮)

4K FUNG Ka Lai (馮嘉禮)

3W CHAN Yuk Tung Eric

(陳旭東)

3W LO Chun Ming (羅俊銘)

3H CHOI Ching Yin (蔡政延)

3H LAU Ming Tat, Keith

(劉銘達)

3H LEE Yee Wang (李易宏)

3K HUI Man Hei Ernest

(許文熙)

3K MALIWAT Elijah (馬嘉慶)

2W HUANG Tianyi Benjamin

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(黃天一)

Inter-School Beach Volleyball Competition (Division Two)

Boys BC Grade (Combined Grade)

Champion 2W LIU Pak Hin (廖柏軒)

2W TSANG Yiu Kwan (曾耀坤)

4C WONG Anson (王友諒)

Joint School District Orienteering Championships 2017/18 (Heats)

Boys Overall (Group)

Champion Wah Yan College, Hong Kong

Boys A Grade (Group)


Boys B Grade (Group)


Boys C Grade (Group)


Joint School District Orienteering Championships 2017/18 (Final)

Boys Overall (Group)


Boys A Grade (Group)

3rd Place Wah Yan College, Hong Kong

Boys B Grade (Group)


Boys C Grade (Group)

2nd Place Wah Yan College, Hong Kong

(VI) Art


「回歸盃」首屆香港青少年書法大奬賽

一等奬 6C CHAN Lincoln (陳朗亨)

The 22nd Hong Kong School Chinese and English Penmanship Competition

Outstanding Award


Excellent Award 4Y HUNG Chun (洪臻)

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"華夏兒藝"全國少年兒童美術書法攝影大賽

美術特等獎 3H LEUNG Wan Chung (梁雲翀)

(VII) Community Services


Social Welfare Department Volunteer Movement 社會福利署義工運動

Gold Award - for Volunteer Service (Group) in appreciation of its contribution of 1000 hours of Volunteer service to the community in 2017

WAMFO

Silver Award - for Volunteer Service (Group) in appreciation of its contribution of 600 hours of Volunteer service to the community in 2017

HKAYP

Silver Award for Volunteer Service (Individual) in appreciation of his contribution of 100 hours of Volunteer service to the community in 2017

2Y LAM Hon Fai (林翰輝)

Bronze Award for Volunteer Service (Individual) in appreciation of his contribution of 50 hours of Volunteer

5C LEUNG Chi Yeung Zachary

(梁智揚)

5H CHAN Chung Sang Morris

(陳頌生)

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service to the community in 2017

Serving the Children of the World

The Kiwanis Community Service Award 2018

5C LEUNG Chi Yeung Zachary

(梁智揚)

(VIII) Uniform Groups


香港紅十字會 2017 年度港島總部傑出紅十字青年會員

2017 年度港島

總部傑出紅十字

青年會員

6H WU Man Hui Sammel

(胡文煦)

Hong Kong Red Cross Youth and Volunteer Department Hong Kong Island Division Wan Chai District Youth First-Aid Competition 2017-2018

2nd Place 5Y CHAN Pak Hei Anson

(陳柏憙)

5K AU-YEUNG Ho Chun

(歐陽浩雋)

4H LEE Pak Shu (李柏樞)

4C CHUI Kai Shun (徐啟汛)

Hong Kong Red Cross Youth and Volunteer Department Hong Kong Island Division Youth First-Aid Competition2017-2018

Champion 5Y CHAN Pak Hei Anson

(陳柏憙)

5K AU-YEUNG Ho Chun

(歐陽浩雋)

4W YIU Hei Chun Linus

(姚禧駿)


香港紅十字會 – 漸進式活動計劃深造章

榮譽章 6H WU Man Hui Samuel

(胡文煦)

25


(姚禧駿)


2016-2017 年度紅十字青少年頒奬禮

2016-2017 年度

青年榮譽章


(胡文煦)

5K AU-YEUNG Ho Chun

(歐陽浩雋)

青年導師服務獎

章 (金章)

5K AU-YEUNG Ho Chun

(歐陽浩雋)


(姚禧駿)

2016-2017 年度

傑出紅十字青年

會員 – 優異獎


(胡文煦)

香港紅十字會青年及義工事務部港島總部青年步操比賽 2018

優秀組亞軍 Wah Yan College, Hong Kong

最佳司令員 5K AU-YEUNG Ho Chun

(歐陽浩雋)

最佳副司令員 4C CHUI Kai Shun (徐啟汛)

最佳旗隊 5Y CHAN Pak Hei Anson

(陳柏憙)

2W LAW Wai Kwok Adrian

(羅瑋國)

2H LEUNG Long Hei (梁朗曦)

香港紅十字會青年及義工事務部港島總部青年護理比賽

冠軍 5K AU-YEUNG Ho Chun

(歐陽浩雋)

26


(姚禧駿)

3H LI Chun Ngai (李俊毅)

3K TSANG Hing Yat (曾慶壹)

香港紅十字會青年及義工事務部港島總部灣仔區青年護理比賽

亞軍 5K AU-YEUNG Ho Chun

(歐陽浩雋)


(姚禧駿)

3H LI Chun Ngai (李俊毅)

3K TSANG Hing Yat (曾慶壹)

最佳隊長 5K AU-YEUNG Ho Chun

(歐陽浩雋)

Hong Kong Red Cross Youth and Voluntary Department (HK island division) - City Tracing Competition

Champion 5K AU-YEUNG Ho Chun

(歐陽浩雋)


2nd Place 5Y CHAN Pak Hei Anson

(陳柏憙)


(姚禧駿)

(IX) SA and ECA Clubs


Hong Kong Inter-School Chess Championships 2018 Secondary Division

The 5th Runner-up

4W CHENG Ho Chun (鄭豪俊)

4C WU Yuri Charlton Chung-yin

(胡仲賢)

3W CHAN Yip Hang (陳業亨)

3H TSANG Lok Ching (曾樂程)

27

2K MAO Henry (繆瀚樑)

1K BRIDGES Aiken Craig

1K LEUNG Cheuk Hey Angus

(梁焯熙)

1K TAI Yun Ki Aska (戴閏棋)

(X) External recognition of outstanding students


政賢力量第三屆「卓越學生領袖選舉」

6C YEUNG Chuen Chit Piers

(楊傳節)

灣仔區傑出青年選舉

學生組灣仔區傑出青年 6C YEUNG Chuen Chit Piers

(楊傳節)

CMA and Donors Scholarship 2017 (2017 年廠商會獎學金)

6Y NG Calvin Kam Yan (吳鑑殷)


(阮浠舜)

Sir Edward Youde Memorial Prizes 2017/18

6Y NG Calvin Kam Yan (吳鑑殷)

6C YEUNG Chuen Chit Piers

(楊傳節)

28

(XI) Graduates


The University of Hong Kong (Faculty of Social Sciences)

HSBC Social Work Scholarships

CHEUNG Wing Kai

Dean’s Honours List

PANG Tsz Ming

The Hong Kong University of Science and Technology (School of Engineering)

Dean's List

(Fall recipients)

CHAN Ho Tin

LEE Dustin

POON Siu Hang

Dean's List (Spring recipients)

LEE Dustin

HKU SPACE Community College

HKU SPACE Community College Academic Award for New Students

CHIN Kwan Ho

LAU Ho Yin

MAK Tsz Chun

HKU SPACE Community College Scholarship

WONG Kai Yui

HKU SPACE Foundation Bursary

WONG Yip Shing

Hongkong International Terminals Scholarship

TANG Ho Yan

College of International Education, Hong Kong Baptist University

Dean's List (Associate of Arts (Music Studies))

HAU Yu Kin

City University of Hong Kong

29

Commendation for Outstanding Performance in Department of Marketing

Student Marketing Consultancy Projects Award

CHAN Chun Wai Alan

LEE Chun Yin Bryan

LUK His Chung

Wu Yee Sun College of The Chinese University of Hong Kong

Master's List in 2016/17 academic year

LAM Chin Hang

The Chinese University of Hong Kong

Insurance, Financial and Actuarial Analysis Programme

Dean’s List AU-YEUNG Wai Hay

30

12. Administrative Highlights 2017-2018

Direct Subsidy Scheme

After completion of Round One Consultation in the summer of 2017, the School Sponsoring Body

(SSB) the Society of Jesus considered the results and decided to proceed with Round Two

Consultation in the first term of 2017/18. A stakeholders’ survey was then conducted in December

2017. The results indicated that the DSS proposal got overwhelming support from Wah Yan

College, Hong Kong (WYHK) parents, WYHK non-teaching staff and WYHK and Pun U

Association Wah Yan Primary School (PUWY) alumni. WYHK teachers were exactly split

between those supporting and those opposing the proposal. The majority of PUWY teachers and

parents were opposed to the proposal. After considering the survey results, and having adequately

addressed the concerns of those opposing the proposal through appropriate measures and

explanations, the SSB decided to make a formal application to the EDB by the end of February

2018. However, the EDB replied in July that our application was not approved. This is

undoubtedly a very disappointing result, but as pointed out in the letter by our Supervisor the Rev.

Fr Stephen Chow, S.J., our determination to continue with our vision of finding ways to make

Jesuit education available to students from different socio-economic backgrounds and our

commitment for continuous improvements in the quality of our education will remain unchanged.

Management and Organization

To further enhance the efficiency of the school, the organization chart, the terms of reference of

the Administrative Committee, the structure of the Academic Committee and composition of the

Student Support Committee were amended for implementation in 2018/19. The Policy for

Safeguarding Students against Abuse was also refined.

Regarding teacher development, besides programmes for all teachers in general and middle

managers in particular, we have stepped up efforts for formation of new teachers by introducing a

Companionship Programme in 2017/18. Our new teachers appreciated the support that this

programme and the mentors had provided.

School Development and Major Concerns

This is the first year of the new 3-year School Development Plan. Various efforts have been put

in to address the two major concerns to enhance learning and teaching as well as student support

and development:

Major Concern One: Enhancing Self-directed Learning

A number of efforts have been made to address this. For example, awareness of this major concern

among parents and students was done at the Orientation for new students and regular assemblies.

Training workshops on notes processing and active revision skills were also organized.

31

A habit for reflection and self-evaluation is a key quality for self-directed learners. In this regard,

besides during the Ignatian Values Education lesson, students were also guided by the Form

Teacher to do a weekly 10-minute “examen” (an examination of consciousness) during the Form

Teacher Period. Form Teachers in general also guided students to have a mid-year and a final

evaluation and goal setting after the mid-year and the final examination. The SA and ECA clubs

were also required to have evaluations in all their activity reports. The examen was also made part

of the year end evaluation of sports teams. A revamped Student Handbook, now dubbed the

“Student Handbook/Planner/Journal” was designed for use in 2018/19 to assist students in their

goal setting, planning and reflection.

Enhancing students’ interest in learning through breaking down subject barriers and using

knowledge in real world applications is another strategy. In this regard, we have embarked on a

number of STEAM (Science, Technology, Engineering, Art, and Mathematics) programmes this

year including establishment of a STEAM Lab, introduction of STEAM project in our junior form

curriculum and formation of the STEM club by mainly senior-form students. The club has

organized activities such as LEGO Robotics, Shenzhen Hi-tech Development Study Tour, etc.

Other cross-curricular programmes were also organized.

Major Concern Two: Fostering a Caring and Respectful Community

In 2017/18, we introduced the daily Morning Prayer so that the whole school started the day with

a sincere and grateful heart. The weekly examen as mentioned earlier was another way to enhance

students’ sensitivity and self-awareness. Besides expectations expressed by teachers, the school

also organized some programmes, such as the “High Table Dinner” to heighten students’

awareness of their manners.

In addition to our JASER programme (big brother support programme for F.1 students), the

compulsory WAMFO service programme, the Magis programme to Cambodia, the AYP,

Community Service Team, uniform groups including Scout and Red Cross as well as a host of

teams serving the school and fellow schoolmates such as prefects, librarians, the SA, etc, the

Catholic Association has also incorporated experiential service programmes during Lent visiting

the homeless and volunteering at the Food Angel in Sham Shui Po. Another new initiative is an

alumni-led programme “Wah Yan Summer School” in which our students volunteered to teach

underprivileged primary school students in Hong Kong.

As for developing responsible leaders, a Junior Leadership Programme (JLP) was introduced.

Three senior form student leaders also joined those from Jesuit schools in the Asia Pacific region

and participated in the Ignatian Student Leadership Forum (ISLF) in Japan.

To nurture respectful global citizens, a number of international exchange programmes with

overseas Jesuit schools including Tomsk (Russia), Seattle, Hungary, and Taiwan were organized.

Prof. Shen Xu Hui was also invited to conduct a talk on “The Virtual World in International

Relations” to the whole school, with very good responses. As for developing good stewards of

nature, besides the existing arrangements, we have also successful bid for a QEF-funded project

on “Integrated Learning – Aquaponics”

32

At the end of the school year, our School Self Evaluation Working Group (SSEWG) and the School

Betterment Committee (SBC) reviewed the progress, identified good practices and areas for

improvement and made adjustments to how we would continue to implement the School

Development Plan in 2018/19.

33

13. Achievements and Reflections on Major Concerns in 2017-2018

Introduction

The School Development Plan 2017-20 was a continuation of the theme of “Building Capacities for Sustainable Development”, while

new insights were incorporated and new measures put in place to address weaknesses observed by the staff and issues identified in the

stakeholders' surveys and APASO-II. The two major concerns are:

Major Concern 1: Enhancing self-directed learning

Major Concern 2: Fostering a caring and respectful community

They aim at fostering our students' two essential attributes: to be committed, competent learners and compassionate, conscientious

leaders in the modern era. This echoes the Jesuit 4Cs of Human Excellence, as well as the Jesuit Education Commission’s Province

Priorities – Youth and Family, Ignatian Spirituality, Social Justice, Evangelization and Collaboration.

34

Major Concern 1: Enhancing self-directed learning

Intended Outcomes

1.1 To raise the awareness of parents and students about self-directed learning (SDL)

Strategies Achievements/ Tasks accomplished Evaluation & Reflection

1.1.1 To introduce

Major Concerns to

parents in F1 orientation

The Major Concerns were introduced to new students and

their parents on Aug 26, 2017 during the F.1 Orientation.

Parents and new students welcomed this part of the

orientation from feedbacks gathered.

A better understanding of SDL and the role of

parents as our companions were disseminated

through this occasion. A questionnaire to gather

more information for further improvement will

be given out after next year’s F.1 orientation.

1.1.2 To brief students

about how they can become

a self-directed learner

during school assemblies

“Curiosity—The Ultimate Motivator for a Self-Directed

Learner” was the theme of the Principal’s talk during the

assembly on Jan 3, 2018. Based on Ian Leslie’s Curiosity: The

Desire to Know and Why Your Future Depends on It, the

Principal pointed out there are types of curiosity and how they

can help students to be a SDL.

The majority of the students (76.4%) agreed that

this assembly “helped promote their intellectual

curiosity”. The assembly will continue to be an

important channel to raise students’ awareness of

the Major Concerns.

1.1.3 To give seminars to

parents by our in-house

educational psychologist,

clinical psychologist, and

social worker

A talk on parenting was given by our social worker on F.1

Parents’ Day instead.

The talk on SDL by our in-house psychologists

was put off to the next school year.

1.1.4 To set up and make

use of parents’ and

students’ mobile phone

apps to send information of

The Civic Education Committee tried using iMails via e-Class

to send information of talks, forums and exhibitions to

students. About 1/3 of the students opened and read the mails.

Though the School introduced the e-Class phone

app to students and parents, the number of

installation was not known. The low rate of

opening the iMails showed this was not a good

channel to send out these information; and

35

talks, forums and

exhibitions for them to join

recipients may even find them a nuisance. This

strategy will be discontinued in the next school

year.

1.1.5 To give a talk

to parents and

sportsmen to explain

the aim of Whole

Person Development

(WPD) programme in

relation to self-directed

learning

The Whole Person Development (WPD) programme talk was

conducted successfully on Mar 17, 2018. The aim of the

programme was to guide and facilitate the sportsmen to

understand more about themselves and to develop better self-

directed learning skills (e.g. time management skills, problem

solving skills, etc.) Over 70% of parents “understood the aim

and arrangement of the programme”.

Positive feedbacks were received about this

programme and most parents appreciated the

school’s arrangement. They reflected that the

time management on striking a balance on

academics and sports activities for their children

was improved under the guidance of past students

(sportsmen) in Wah Yan.

Intended Outcomes

1.2 To enhance students’ self-directed learning skills


1.2.1 To formulate a

school-based curriculum

for self-directed learning

skills

Some key elements (such as information searching skills,

questioning skills etc.) for cultivating self-directed learners

were identified, which were essential inputs for formulating

the school-based curriculum for self-directed learning skills.

The formulation of our SDL curriculum was

initiated by analyzing the needs of our students.

Colleagues were also given a more consensual

concept about self-directed learning. The Academic

Committee will be responsible for coordinating and

formulating the curriculum in the next school year.

1.2.2 To organize

workshops related to self-

directed learning

1. F.2 Learning Skills

course,

“Note Processing Training Program” and “Active Revision

Skills Training Program” were given to F.2 and F.4 students

respectively. The two courses were designed and conducted

by Edvenue Limited. The general responses from the

students were positive.

Though a majority of students (84% in F.4 and 76%

in F.2) found the two programs “useful” and were

“satisfied” with them, there were drawbacks like

class discipline problems and the use of materials not

related to our curriculum. More importantly,

36

2. F.4 Revision Skills

course,

3. F.5 Time

Management course

A Time Management course for F.5 students was planned to

be provided by alumni. It turned out that other activities on

Career Day contained such elements and a standalone course

is not desirable.

outsourcing made these SDL skills courses non-

sustainable.

It was recommended that we should incorporate

SDL skills in our existing curriculum. Further

planning and coordination will be continued in the

next school year.

1.2.3 To launch the

“Whole person

development programme”

to equip sportsmen with

self-directed learning skills

Four activities (a whole person development camp, a visit to

the Ricci Hall in HKU, a visit to sub-divided flats in Sham

Shui Po and a self-study tutorial) were held successfully.

Positive feedbacks were received, most participants agreed

that their collaborative skills, problem solving skills and

self-confidence were enhanced through the programme.

Over 55% of sportsmen found their academic performance

was improved.

Some students suggested that the self-study tutorial

group should be well-planned, target-oriented and

scheduled so that participants can understand the

objectives of the study group and achievements can

be made effectively.

1.2.4 To organize self-

directed learning activities

for students by various

departments, e.g. STEAM

Different project works were conducted successfully by

subject panels. Students’ problem solving skills and

collaborative skills were therefore enhanced.

A class of F.1 students tried a STEAM project on energy

transfer. They found it a memorable & interesting learning

experience. Creative car models were also made.

It was suggested that cross-curricular projects can be

conducted among different panels so as to provide

more opportunities for students to create, plan,

challenge and solve their project work.

The project was found to be effective for extending

students’ knowledge beyond the classroom both

independently and collaboratively.

The project can be extended to other F.1 classes in

the coming year. Besides, the IS Panel can

collaborate with the Science Society to organize an

inter-class competition so as to enhance the degree

of competitiveness to motivate and stretch the

potentials of students.

37

1.2.5 To foster mutual

support in self-regulated

learning through

formation of self-study

groups in senior forms

Subject panels found it difficult to implement the self-study

group formation.

Time constraint was one of the major concerns for

its implementation. Student’s motivation was

another point to take note of. Students did not have

enough time and motivation to have self-study at

school after lessons. Self-study group has its

values, yet it may not be the most effective way to

foster mutual support in our school. Other ways

should be carried out in the future.

Intended Outcomes

1.3 To help students develop a reflective habit


1.3.1 To help students

reflect, evaluate and

plan their learning (e.g.

setting learning targets,

self-evaluation forms,

reflection groups,

written/verbal reflection

after lessons)

Most students were earnest to reflect on their first term

performance and completed the learning target

sheets/evaluation forms seriously at the beginning of the

second term. Improvement was shown in setting SMART

goals among some students in the second term.

End of lesson reflection time was given for students in some

subjects.

F.4 Chemistry students were asked to write a reflection essay

on a certain topic.

The outcome would have been better if

individual follow-up was given to students.

It was hard to arrange end of lesson reflection

for single period lessons.

It was found to be an effective strategy to

enhance reflection on what students have learnt

and how they learnt. This strategy would be

extended to other forms and subjects in the

coming year. Good reflection can be shown to

students to facilitate students to write their own

reflection.


reflect, evaluate and

plan their activities (e.g.

Endorsed activity reports are required to submit to the ECA

committee by the chairpersons of school clubs/ societies after

the activities were held. It was found that around 80% of the

Some items (e.g. problems encountered,

improvements) can be added in the activity

38

reflection reports,

reflection meetings after

activities)

activity reports were received in the first week of each month

by the Teacher Assistants/ Ex-Co of SA. The quality of the

activity reports was satisfactory.

report to facilitate students’ reflective habit.

A summary of the activity reports can be made

and distributed to the new chairpersons of the

school clubs/ societies so that follow-up actions

can be taken in the next academic year.

1.3.3 Introduce weekly

Examen during the Form

Teachers Period (FTP)

A 10-minute Examen session led by Form Teachers or student

leaders was introduced to the school time-table. 67% and

45% of surveyed students appreciated inner peace and

reflection experience provided by Examen. 76% of them

found it impactful on their intrapersonal life.

This strategy provided students with more

opportunities to be more mindful and reflective.

However, the time available was a bit too short

and its extension required further restructuring or

even lengthening of the present time-table. To

make it more effective, further training of

teachers and student leaders was needed.

Besides, better integration of resources with

Ignatian Values Education, Religious Formation

and Life Education panels is also helpful for

enhancing the effectiveness of Examen.

1.3.4 To revise the

student handbook as a

spiritual journal for

students to write down

their reflections

A new Student Handbook/Planner/Journal was compiled. It

was designed to help students set goals for their studies as

well as reflect on their campus life.

The Handbook/Planner/Journal involved many

stakeholders and it was not easy to fulfil all

wishes. Nevertheless, it will be revised on a

yearly basis.

Intended Outcomes

1.4 To motivate students becoming active readers

39


1.4.1 To promote

reading through various

reading schemes,

competitions, projects,

and activities

The Chinese Panel launched a reading scheme and

competitions for F.1 to F.3 students. Each junior form student

submitted at least 3 book reports in this academic year.

The I.S. Panel launched a reading program for F.1 students to

motivate the learning in science.

A reading scheme for the whole school will be

launched next year with more support from

different panels, so as to encourage an active

reading atmosphere.

1.4.2 To enhance

“Reading across the

curriculum” by providing

more subject related

books, articles and

reading materials in the

library

New books were purchased by some subject panels. For

example, the Chinese Panel had bought some classical fiction

and translated literature.

The School library also purchased some leisure books after

the book fair in July 2018.

Promotion of reading by subject teachers should

be enhanced. The School Library should take the

initiative to purchase more new books, and

circulate the new book list among teachers and

students. Next year, concrete coordination work

between library and subject panels about the

purchase of new books should be promoted and

the new books will be displayed on a monthly

basis.

1.4.3 To introduce

school library resources

to students for self-

directed learning

Some liaison work between panels and the school

administration for seeking a suitable occasion to introduce the

library resources was started.

As we don’t have a library lesson in our school,

there is not much room for introducing the school

library resources to the students. Meanwhile, the

subject panels have their own syllabus and tight

teaching schedules, it is difficult for them to

squeeze the lesson time for this purpose. Next

year, two F.1 Life Education lessons will be

assigned as library lessons to let the F.1 students

know how to make good use of the library

resources.

Some library talks should be organized to equip

students with the knowledge on the proper use of

library materials, e.g. respecting copyrights.

40

1.4.4 To organize book

exhibitions and authors’

talks

Two book exhibitions were held in January and July 2018. The

responses were good.

The School Library, the Chinese Panel and the English Panel

had organized author’s talks separately. The responses were

fair.

Students like going to book exhibitions, yet more

liaison work should be done so as to avoid them

visiting too many exhibitions within a day.

The responses of author’s talks were closely

related to the topic and the author’s presentation

style. Topics should be interesting and close to

student’s life while lively talks can arouse

students’ attention.

Intended Outcomes

1.5 To enhance students’ motivation in learning


1.5.1 To engage students

more actively in e-learning

Different subject panels had tried out different e-learning

strategies or e-learning resources, for example, Kahoot and

quizlets, to enhance students’ motivation in learning.

Good practices will be shared among teachers to

enhance the effective use of e-learning resources

or strategies.

1.5.2 To enhance the

relevance of their learning

to their daily life through

STEAM education (e.g.

STEAM Lab, a new club)

Subjects

A Mathematics Spinner Workshop and a Model Car Making

project for F.1 students were conducted by the Mathematics

Panel and the Science Panels.

OLE

F.3 and F.4 students were encouraged to start a new school

club/ society to organize STEAM activities for fellow

schoolmates. The STEM society was started successfully at

the beginning of this year. Five activities (LEGO Robotics,

A low participation rate of the Lego robotic

course throughout the year might be caused by

poor promotion work.

It was suggested that organizers have to start

their promotion at least 2 weeks before their

activity is held, the method of promotion should

be conducted in a wider spectrum to enhance the

effectiveness of their work. Teacher advisers can

act as facilitators to guide their members on how

41

Shenzhen Hi-tech Development Study Tour, etc.) were held

smoothly.

Facilities

A new STEAM lab was set up.

to improve their promotion work.

1.5.3 To provide

opportunities for the

students to take part

in subject-based

seminars or workshops

A number of seminars/workshops were held by different panels

in this year. The Chinese Panel had a writing workshop in

October 2017 to analyze the DSE writing papers. The English

panel encouraged students to take part in a story-writing

workshop organized by EDB. The LS Panel held two talks on

“globalization” and “female sex workers in Hong Kong” in

April and July 2018 respectively.

Only compulsory events (LS/ Chinese) had a

better participation rate; much encouragement is

needed to motivate students to join these

workshops.

1.5.4 To enhance

students’ motivation

through interactive

activities (e.g. mini-drama,

film reviews)

Subject panels, such as History had asked students to complete

their project work in an interactive way. For F.1 students, they

were requested to produce a mini drama and prepare their props

and script; F.3 students needed to write a film review about

world wars.

Interactive activities are good ways to motivate

student’s learning, more subject panels can make

reference on them and enhance their lesson

activities in future. The assessment on learning is

another concern. Teachers may need to have a

more explicit marking rubric to standardize the

assessments among different classes.

1.5.5 To organize staff

development programs on

e-learning

Two programmes on e-learning were arranged. The first one

was on Effective Teaching and Learning using One-note while

the second one was on One-drive. Participating teachers found

the first one difficult to follow while only a few teachers took

part in the second one. More relevant and practical sharing of

e-learning is necessary in the coming year

Participants of the first programme found it

difficult to follow and the second one, though

more accessible but was attended by a few

teachers only. To enhance the effectiveness of

this programme, teachers would be invited as

facilitators in the coming year’s programme and

good e-learning practices would be shared with

teachers.

42

Major Concern 2: Fostering a caring and respectful community

Intended Outcomes

2.1 To be respectful gentlemen


2.1.1 To increase

students’ self-awareness as

a respectful person through

practicing Examen

41% of surveyed students reported that Examen could enhance

their self-knowledge.

More guided reflection on enhancing students’

awareness to become more respectful could be

arranged in the coming year.

2.1.2 To let student

acquire social etiquettes

through experiential

learning

The Wah Yan High Table Dinner was organized successfully

on Jan 20, 2018 and the target group was recruited from F.4 to

F.6 student leaders. 54 participants joined and feedbacks were

collected after the event. Most participants thought the event

was successful.

It was suggested that a social etiquettes course

can be arranged before the event, so that

participants can apply what they have learnt in

the real occasion.

Intended Outcomes

2.2 To be caring companions


2.2.1 To enhance F1

students’ bonding

through F1 orientation

programs

F.1 Orientation Camp and F.1 Campus Day were organized

successfully in September 2017.

Positive feedbacks were received from F.1 students. Most of

them felt being cared for by the F.4 JASERS, especially those

not from PUWY. Strong class spirits were developed during

the inter-class activities.

The objectives of the programme were not clear

enough resulting in the quality of caring among

F.1 students could not be nourished effectively.

It was suggested that the objectives and aims of

the programme should be set clearly and a well-

planned schedule should be constructed. The

programme can be designed with the social

43

More than half of the students believed they had a stronger

bonding after the events. Moreover, most agreed that they are

more familiar with the ECA clubs/societies after the ECA

seminar.

worker, psychologists or other relevant youth

organizations.

2.2.2 To foster a good

parent-child relationship

by giving talks on

parenting styles

The talk “Reflections on Parenting through Practical

Experiences” was given by our social worker, Mr. Kevin Lui

on Oct 14, 2017 during the F.1 Parents’ Day. The response

was very positive and many questions on parenting were

answered by Mr. Lui during the Q&A session.

The parents expressed a strong desire to have

more talks on parenting in future. Besides the

F.1 and F.2 Parents’ Day, other suitable

occasions will be considered to provide such

talks.

2.2.3 To promote a

caring class spirit

through class formation

activities

A variety of class activities were carried out to promote the

class spirit. Some good practices included: setting class rules

to promote mutual respect and caring in the class and through

the election of class officials to promote responsibility for

others.

Form Teachers expressed they treasured the FTP

as the suitable time to promote a caring class

spirit and to instill correct values in their class.

2.2.4 To launch the

“Companion Lunch

Gathering” program

“Companion Lunch Gathering” for building closer friendships

between the junior and senior students was organized by the

Catholic Association in this academic year. Besides

enhancing a closer relationship between junior, in particular

F.1, and senior form students, the programme aimed at

helping students becoming more reflective, grateful and have

better inter-personal relationships.

Not only junior form students benefited from the

programme, senior students found it fulfilling as

it provided an opportunity for them to recall their

junior school life, realizing their own growth and

urged them to pass the caring culture to the next

generation.

2.2.5 To promote

collaborative learning

opportunities among

students

Some subject panels tried out the forming of study groups

among students, but only a few were formed. Students

expressed there were time constraints to study together.

Since the response was not as expected, other

strategies will be adopted in the next school

year.


becoming caring

companions for the

underprivileged

During the Lent, the Catholic Association organized the Serve

and Sympathy programmes to help students becoming more

compassionate.

Besides providing invaluable opportunities for

students to have first-hand experience of the

environment lived by the under-privileged, these

activities enabled them to realize how fortunate

44

Serve: some students served as volunteers at the Food Angel

in Sham Shui Po. Besides learning how food in excess could

be “rescued”, they prepared and served food to the needy.

Sympathy: some students visited the homeless in Sham Shui

Po.

they were and have more awareness of the needs

of others.

The Catholic Association was considering

organizing more intensive service programmes

for the needy in the coming academic year with

other schools.

Intended Outcomes

2.3 To be responsible leaders


2.3.1 To organize

leadership training

camps/workshops/activities

The Junior Leadership Programme (JLP) was organized

successfully from Oct 11, 2017 to Nov 29, 2017 and the

target group was recruited from F.1 to F.3 students. This year,

Creative Education Limited, an experiential education

institution was invited to hold five lessons as a part of the

programme.

The number of participants was low in recent

years. Most students thought that the content of

the course was not applicable to real life

situations. It was suggested that concrete

leadership skills should be included in the JLP

course (e.g. problem solving skills, presentation

skills, decision-making skills, etc.) so that

participants can acquire such relevant skills to be

leaders in the future.

2.3.2 To raise our students’

civic spirits by participating in

events that can let them

understand more about

the Basic Law

An online Basic Law exercise was set up and emails with the

web link were sent to students through the school intranet.

However, the number of students completing the exercise was

not satisfactory.

The low participation rate of the exercise may be

caused by inadequate promotion. In addition, the

students were not motivated to complete

exercise.

It was suggested that the Civic Education

Committee should coordinate with the Liberal

Studies panel as the Basic Law can be taught in

45

F.1 and F.2 Life and Society lessons. Also, the

online exercise can be filled in during lessons so

as to consolidate students’ knowledge about the

Basic Law

2.3.3 To organize/take part in

activities to enhance our

students’ leading skills (e.g.

MAGIS programs, Global

Youth Leaders’ Summit)

Eleven students and teachers attended the MAGIS Taiwan

programme which aimed at Catholic leaders’ formation.

Seven student participants took up leading roles

in religious committees of the school subsequent

to the formation programme.

Intended Outcomes

2.4 To be good stewards of Nature


2.4.1 To enhance students’

understanding of their roles and

responsibilities in the natural

environment by introducing

relevant topics in the curriculum

Elements of environmental protection were found

in Geography and Science subjects’ curricula.

Cognitively, students were aware of the impact of

human on the environment. To further enhance the

awareness of their roles as stewards of Nature,

field trips were arranged for them.

Students were encouraged to take active roles in

conserving the environment. It had been found

that some F.4 students “translated” their learning

experience in environmental protection to real life

green actions.

Better collaboration among concerned

committees and subject panels could further

enhance the effectiveness of helping students

become good stewards of Nature.

2.4.2 To raise students’

awareness in the upkeep of the

school environment by setting

One to two Green Monitors were chosen by Form

Teachers in each class. They were responsible for

collecting paper, aluminum cans and plastic

Some Green Monitors were not active in taking

up their responsibility.

46

up Green Monitors in each class

bottles for recycling in their classroom. Their

awareness towards keeping a green school

environment was thus enhanced.

Training sessions about Green Monitors’ role

and importance can be arranged so as to guide

and nurture them to help in the upkeep of the

school environment.

2.4.3 To promote green living

among students through

experiential activities

The visit to Food Angel by the Catholic

Association enabled participating students to

realize the importance of reducing food waste.

Though only a few students took part in the visit,

what they had learnt was shared with other

students during the assembly.

2.4.4 To appreciate the beauty of

nature by labeling plants in the campus

Information of various types of plants in the

school campus was collected.

An information guidebook and plant labels will

be completed in the 2018-2019 school year.

Intended Outcomes

2.5 To be respectful global citizens


2.5.1 To organize

exchange programs with

other Jesuit institutions

over the world

In October 2017, a group of fifteen F.3 to F.5 students and

two teachers went on a 12-day visit to Seattle Prep College. In

January 2018, WYHK and WYK received a group of students

and teachers from another Jesuit school, Tomsk Catholic

Gymnasium, Russia. In April 2018, WYHK and WYK

worked together again to take a total of 10 students to Fényi

Gyula Jesuit High School in Hungary.

Students really appreciated the opportunity to

experience foreign cultures and learn from

fellow Jesuit schools and their peers overseas.

Hosting visitors also fostered them to become

more responsible and considerate.

2.5.2 To instill the

concept of global

solidarity through

A group of 26 students and teachers participated in 2018

MAGIS Cambodia programme. Besides visiting Cambodia,

participating students organized fund raising activities for

improving facilities at a Cambodia village. They were even

involved physically in the improvement project.

This was not only a very good learning experience

for student formation, it provided an opportunity

for students to live and work with and for the

villagers at Cambodia.

47

the curriculum and

activities (e.g. MAGIS

Programs)

2.5.3 To organize guest

talks and workshops on

global issues

The LS Panel and Civic Education Committee invited

Professor Shen Xu Hui to conduct a talk on “The Virtual World

in International Relations” The talk was conducted

successfully on Nov 17, 2017. Over 65% of the students agreed

that the talk enhanced their understanding of the relationship

between the virtual world and international relations. In

addition, over 55% of the students agreed that the talk

motivated them to continue to learn more about international

relations on their own.

Globalization might be a too challenging topic for

junior form students. Students were required to

have some solid ideas about global socio-political

situations. Some students commented the talk was

not much related to globalization, but it was

difficult for us to control the content of a guest’s

speech. More communications with guest

speakers before talks may be necessary.

2.5.4 To encourage

students to participate

in experiential activities

on global issues by

NGOs (e.g. World

Vision)

The English Panel arranged and took all F.5 students to a

poverty activity held by the charity organization Crossroads

International. Students learned and discussed about conditions

in African slums and simulated working and living in one.

Students had the rare opportunity to experience

physical hardship and they had a chance to

reflect on their own life and the plight of others.

48

14. Report on the programs financed by the Capacity Enhancement Grant

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

workload so that teachers will have enhanced capacity to concentrate on critical tasks in the

education reform. In 2017-2018 school year, the CEG was used to employ a pastoral assistant and

two teacher assistants (responsible for ECA and music activities) to relieve the workload of IVE,

Music and ECA teachers. They were employed in 2017-18 in helping religious formation, ECA

and music activities (Symphonic Night and Chinese Orchestra Function).

The Financial Statement for Capacity Enhancement Grant

Year 2017 /18

Income ($)

Capacity Enhancement Grant 599,381.00

Expenses ($)

Salaries ` 573,324.52

Balance for the year 26,056.48

=========

49

15. Report on Learning Support Grant 2017-2018

No. Strategies Actual

Implementation

Time

Achievements Reflection &

Feedback

1.

2.

Employment of

a TA to support

SEN students

Employment of

EP and CP

(part time)

1 September 2017-

31 August 2018

1 September 2017-

31 August 2018

SEN students have

shown progress in

behavior, social

skills and peer

relationships because

of professional

intervention by EP

and CP and support

by the new TA

(SEN).

Parents are on the

whole satisfied with

their service.

EP, CP are very

professional in

their support for

SEN students,

and have helped

them in making

significant

progress in

proper behavior

and better peer

relations.

The TA (SEN)

provides regular

and full-time

support,

especially when

the EP, CP or

counselling

teachers are not

available.

The Financial Statement for Learning Support Grant Year 2017/18

Income

Learning Support Grant: $643,356.00

Expenses

Salary for Psychologists: $415,246.69

Salary for Supporting Staff: $223,912.87

Training Courses & Books: $ 4,196.44

Total Amount: $643,356.00

Balance for the year $0.00

====

50

16. Report of School-based After-school Learning and Support

Grant 2017-2018

Information on Activities subsidised/complemented by the Grant:

* Name / Type of activity

#Actual no. of participating

eligible students Average

attenda

nce rate

Date

activ

ity

held

Actual

expenses

($)

Method(s) of

evaluation (e.g.

test,

questionnaire,

etc)

Name of

partner/

service

provider

(if

applicable

) A B C

1. Malaysia Pilgrimage

1 100% June 2018 $4,960 Reflection

meeting

2. Arts Class for F2 Students

5 1 100% Oct 2017 –

May 2018

$4,400 Questionnaire

3. Tutorial Course (Liberal Studies)

4 90% Sep 2017 –

Jun 2018

$1,200 Questionnaire

4. Sports Training Program

2 80% Sep 2017 –

Jun 2018

$3,170 Instructors’

records

5. Elite Maths Class 1 90% Sep 2017 –

Jun 2018

$800 Test

6. Orchestra Music Instruction Course

3 90% Sep 2017 –

Jun 2018


records

7. JASERS Camp 1 100% August,

2018

$800 Questionnaire

8. Musical Instrumental Class

1 1 4 90% Sep 2017 –

Jun 2018


records

Total no. of activities:

8

@No. of man-times 1 18 5 Total

Expenses: $29,430

**Total no. of man-times 24

51

Note:

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

visits, art /culture activities, sports, self-confidence development, volunteer service, adventure

activities, leadership training, and communication skills training courses.

# Eligible students: students in receipt of CSSA (A), SFAS full grant (B) and disadvantaged students identified by

the school under the discretionary quota (not more than 25%) (C).

@ Man-times: refers to the aggregate no. of benefitted students participating in each activity listed above.

** Total no. of man-times: the aggregate of man-times (A) + (B) + (C)

52

17. Financial Summary 2017-2018 (unaudited)

53

18. Donors and Benefactors (in 2017-18 academic year)

Chan Magdalena Lo Hoi Chun

Cheung Tai Chiu Martin Lam Charitable Foundation

Class of 1967 Ng Shuey Woo and Yeung Tsui Man

Ho King Wah Eric Wong Suk Man Jannnie

Lai Man Kit Wu Ying Sheung Gordon

Lam Hung Kong

School Development Project / Maintenance Fund

Chan Chi Fai Lai Mei Chu

Chan Ka Kin Lo Fong Chung Thomas

Chan Shun Tung Longmas Lo Wai Kay Kelvin

Chan Wai Kwok Edward Lo Wing Nin Raphael

Chan Wing Tim Mak Ngan Fung Teresa

Chang Kelly Ngan Sau Fung Joseph

Chen Ka Wai Sung Nee

Cheng Kat Hong Simon Wai Nelson

Cheung Hing Chuen Wong Ping Yee Natalis

Class of 1977 Wong Siu Lin

Felix Man Choy Yeung Peter

Ho Tat Shing Yu Ka Kui Gabriel & Ling Lai Sheung Priscilla

Hui Shi Kuen Peter Yu Mun Kee Roy

Hung Nap Ho Francis Yung Kai Tai

Ku Siu Fung Stephen

Wah Yan Post Secondary Education Trust Fund

Chan Leung Leo Lui Tai Lok

Chow Kiang Cheong Ng Chun Hung

Lam Wai Nang Ngan Sau Fung Joseph

Lau Sik Tim Richard Poon Che Kin

Lau Wing Shing Denis Tam Kin Wai

Lee Chun Sang Tong Kwok Lung

Lok Chun Ming Wong Wai Ming

Scholarships / Speech Day Awards

AE Majoris Advisory Co Ltd Tai Chi Yip

Ching Philip Tak Shing Investment Co Ltd

Ng Man Sang Alan

The Wah Yan College Hong Kong Jesuit Education Trust

annual school report - web.wahyan.edu.hkweb.wahyan.edu.hk/attachments/article/366/school report...

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