Annual School Report - Wah Yan College, Hong Kongweb.wahyan.edu.hk/attachments/article/360/School Report...Alternate Teacher Manager (1) Mr. Nelson Dai Mr. Willy Lee Parent Manager

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A.M.D.G

Wah Yan College, Hong Kong A Jesuit Secondary School

Annual School Report

2016-2017

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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 2016-2017:

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)

Mr. Kenneth Leung Mrs. Sarah Chan

Alumni Manager (1) Mr. Gary Ching

Independent Manager (1) Mr. Tom Ho

The Incorporated Management Committee met five times in 2016-17. A retreat was also held. The chart

below shows the administrative structure of the school in 2016-2017.

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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 creativity

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, 6 teacher assistants and 1 pastoral assistant. We believe teachers are key to nurturing promising students. The information below shows the profile of our teaching team.

Teachers’ Experience

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8. Students Students are what Wah Yan College exists for. There were a total of 801 students at the start of the academic year 2016-17. The breakdown of classes and number of students in each form is as follows:

Class Arrangement

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

Number of students (At the end of Academic Year)

Despite being a Roman Catholic school, we offer freedom of worship to our students. The Catholic Association is in charge of Catholic actvities in the campus. 25.7% of Wah Yan students were Catholic.

In 2016-2017, 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 109 learning days respectively.

Statistics of Students

Level Year F1 F2 F3 F4 F5 F6 Total

2016-2017 4 4 4 4* 4* 4* 24

Level Year F1 F2 F3 F4 F5 F6 Total

2016-2017 144 141 139 141 114 119 801

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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 Value Education, is included in the basic curriculum of the College. Daily Mass and monthly Benediction are offered to

students who are interested in attending.

In 2016-2017, the school adopted the following curriculum: Forms 1-3

We adopted a mixed ability mode in learning and teaching in Forms 1 to 3. Our curriculum aims at establishing a solid foundation for our students. Language Arts in English and classical Chinese

appreciation are embedded in our English and Chinese Language curriculum. Putonghua is provided to help students to speak and listen to the national dialect.

All students in Forms 1 to 3 studied English, Chinese, Mathematics, Ignatian Value Education, Chinese History, Computer Literacy, Geography, History, Integrated Science, Life and Society, Music, Physical

Education, Putonghua and Visual Arts. Students were randomly allocated to their classes. Forms 4-6

The New Senior Secondary curriculum has been implemented since 2009. All senior form students study English, Chinese, Mathematics, Ignatian Value Education, Liberal Studies, Physical Education, Arts

and Music Appreciation, all Form 4 students studied 3 elective subjects. Elective subjects offered in 2016-2017 included: Business, Accounting and Financial Studies, Biology, Chemistry, Chinese History, Ethics & Religious Studies, Geography, History, Information & Communication Technology, Music and

Physics. Students were allowed to study Applied Learning subjects o ffered 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 2016-2017

The school has achieved good HKDSE results in terms of the percentage attaining level 4 or above and

subjects in general performed beyond the territory’s average significantly. The same applies to our

students’ JUPAS offers. Among local university offers, HKU continues to make up the highest

percentage (36%). Programmes students enrolled on include medicine, law (double-degree), actuarial

science, social work, biomedical science, anthropology, etc. A little over 20% of graduates decided to

study overseas.

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11. Students’ Achievements in Other Disciplines

(I) Chinese

Event Award Awardees

中華傳統文化道教經籍典故朗誦比賽

2nd Place 2W WONG Samuel (王祉朗)

第六十八屆香港學校朗誦節

中學一年級男子

組粵語詩詞獨誦

冠軍 1W CHAN Sai Shing (陳世成)

中學二年級男子

組粵語詩詞獨誦

冠軍 2Y CHENG Hon Ming

(鄭翰銘)

中學三、四年級

男子組普通話詩

詞獨誦

冠軍 3W HURIP Ethan (丘承熹)

中學一、二年級


詞獨誦

冠軍 2H SUN Zeyuan (孫澤元)



詞獨誦

亞軍 1W CHAN Sai Shing (陳世成)



詞獨誦

季軍 2H MALIWAT Elijah (馬嘉慶)



詞獨誦

季軍 2H LEUNG Wan Chung

(梁雲翀)


男子組普通話散

文獨誦

亞軍 4C LIU Yingze (劉瀛澤)



文獨誦

季軍 3W HURIP Ethan (丘承熹)

中學三、四年級季軍 3H LAM Chak Fung (林澤鋒)

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文獨誦



文獨誦

亞軍 2H SIU Tsz Kwan Gordon

(蕭子鈞)



文獨誦

季軍 2W WONG Samuel (王祉朗)

中文科閱讀報告比賽

中一級總冠軍 1K WONG Pak Ho Marcus

(黃柏皓)

中二級總冠軍 2Y HO Shun Heng Cyrus

(何舜亨)

中三級總冠軍 3Y HUNG Chun (洪臻)

2016/2017 香港學校戲劇節 (廣東話組)

傑出導演獎 5C YIU Kam Ming (姚淦明)

傑出劇本獎 5C YEUNG Chuen Chit (楊傳節)

5C YU Pak Hei (俞柏熙)

傑出演員獎 1H LI Kwong Yau Ignatius

(李光祐)

3W CHAN Wan (陳允)

傑出舞台效果獎

傑出合作獎

傑出整體演出獎

Wah Yan College, Hong Kong

第一屆創新盃辯論比賽

最佳辯論員

(第一回合)

5H SHIH Hon Chuen (施漢銓)

最佳辯論員

(第二回合)

4H WONG Chun Kuen (王振權)

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第一屆張祝山公民盃辯論賽

亞軍 5H CHENG Chun Fung (鄭俊峰)

4H YUEN Hei Shun Adam

(阮浠舜)

4H SHIU Wai Tai Victor

(邵維泰)


3W ZHANG Yuk Kiu Jason

(張毓喬)

3Y GO Ka Hang (吳嘉恆)

3K CHIN Hin Lam (錢衍霖)

3K LEUNG Yin Lok (梁彥諾)

3K TUNG Wai (董維)

2W WONG Yat Long Marco

(黃溢朗)

2Y LO Tin Yeung (盧天陽)

2H CHAN Yuk Tung Eric

(陳旭東)

最佳辯論員

(第一回合)

5H CHENG Chun Fung (鄭俊峰)

最佳辯論員

(第三回合)


(阮浠舜)

最佳辯論員

(第四回合)


香港學界辯論挑戰賽 2016

冠軍 5C TANG Tsun Kit Charles

(鄧駿杰)


5H FONG Hoi Yuen Kevin

(方凱元)

5H LEE Lap Ki (李納祈)


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4C HO Sin Him (何善謙)

4H CHAK Chun Wai (翟進偉)



(阮浠舜)

3H LUK Hon Man (陸翰文)

華辯菁英邀請賽 2016

季軍 4C HO Sin Him (何善謙)




(張毓喬)



2Y LO Tin Yeung (盧天陽)

2Y TANG Tsun Leung Chris

(鄧縉樑)

2K LEE Yee Wang (李易宏)

最佳辯論員

(初賽)


最佳辯論員

(季軍戰)


第十屆鳴辯盃中學生辯論賽

季軍 5Y LEE Aaron Siu Hin (李兆軒)

5C TANG Tsun Kit Charles

(鄧駿杰)


(方凱元)





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(阮浠舜)


最佳辯論員

(第四回合)


最佳辯論員

(季軍戰)


第三屆華辯盃

殿軍 5C TANG Tsun Kit Charles

(鄧駿杰)





(阮浠舜)



(張毓喬)




2K LEE Yee Wang (李易宏)

最佳辯論員

(第一回合)


(阮浠舜)

最佳辯論員

(第三回合)


(阮浠舜)

第十三屆聯校經濟辯論賽

殿軍 6W WONG Yee Ching (王以政)

6C GO Ka Lok (吳嘉洛)


(方凱元)



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(阮浠舜)



(張毓喬)

最佳辯論員

(第二回合)


最佳辯論員

(季軍戰)


(阮浠舜)

第十六屆基本法多面體全港中學生辯論賽

最佳辯論員

(港島區第二回合)


第四十九屆聯校中文辯論比賽

最佳辯論員

(外圍賽)


第一屆港九盃

最佳辯論員

(第一回合)


最佳辯論員

(第二回合)

4C HO Sin Him (何善謙)

最佳辯論員

(第三回合)



第六屆奇趣盃

最佳辯論員

(第一回合)


最佳辯論員

(第二回合)


最佳辯論員

(第三回合)


最佳辯論員

(準決賽)


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(II) English


The 68th Hong Kong Schools Speech Festival

English Choral Speaking

3rd Place Wah Yan College, Hong Kong

English Solo–Verse Speaking

Champion (Form 1) 1Y YAU Ian (邱朗然)

Champion (Form 1) 1K CHAN Tin Chak (陳賢澤)

2nd Place (Form 6) 6C HO Lap Hang Lincoln

(何立衡)

2nd Place (Form 1) 1H LI Kwong Yau Ignatius

(李光祐)

3rd Place (Form 1) 1H CHAN Arthur Chi Yen

(陳子彥)

3rd Place (Form1) 1H LAI Kyle Jonah (黎佑康)

3rd Place (Form 1) 1H MAO Henry (繆瀚樑)

3rd Place (Form 1) 1K OR Wing Lun (柯穎麟)

3rd Place (Form 1) 1Y CHENG Cheuk Hin (鄭卓軒)

3rd Place (Form 2)

2H LEUNG Wan Chung

(梁雲翀)

3rd Place (Form 2) 2H MALIWAT Elijah (馬嘉慶)

The 6th Wah Yan College Kowloon Junior Debating Tournament

Champion (1st overall) 2H YUE Chung Hin (余仲軒)

2H CHEUNG Kit Sang (張潔生)

3K YANG Horace Howard Ting

Wah (楊廷驊)

3W HURIP Ethan (丘承熹)

1K WONG Yiu Hong Adrian

(黃耀槺)

St Patrick's Cup Debate and Public Speaking Competition 2017

English Language Debating Section

1st Place 5C JUDGE Allen William

(謝華樂)

1H CHAN Chi Yen Arthur

(陳子彥)

1H FUNG Ho Yeung Matthew

(馮浩揚)

Best Speaker 5C JUDGE Allen William

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(謝華樂)

Public Speaking Section

2nd Place 5C JUDGE Allen William

(謝華樂)

Hong Kong Schools' Debating Championship

Junior Division Best Speaker 3W HURIP Ethan (丘承熹)

Evershed Cup English Debating Competition

Semifinalist (3rd Overall) 1H CHAN Arthur Chi Yen

(陳子彥)

2K YUEN Jenkin (袁晉喬)

5C WONG James (黃嘉駿)

1H LO Pui Yin (羅沛賢)

1Y CHAN Xavier Chak Fai

(陳澤暉)

1Y CHAN Chun Kan (陳浚勤)

Best Speaker 2H SUN Zeyuan (孫澤元)

English Drama Fest 2017

Outstanding Performer 3W HURIP Ethan (丘承熹)

Outstanding Direction

Outstanding Performance


(III) Other Academic/ Subject-related Achievements


International Junior Science Olympiad 2017-Hong Kong Screening

Third Honour 3K CHAN Ka Hei (陳家熙)

Third Honour 3H LUK Hon Man (陸翰文)

全港"中華五千年" 問答及砌圖比賽

卓越獎 3Y LEUNG Hok Chin Marco

(梁學展)

3W CHENG Nok Kwan (鄭諾鈞)


(張毓喬)

Secondary School Mathematics and Science Competition 2016

Biology Section Distinction 6W WONG Ho Lam (黃浩霖)

Distinction 6Y CHAN Ka Lun (陳嘉綸)

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Distinction 6C CHEUNG Man Long (張文朗)

Distinction 6K AU-YEUNG Wai Hay

(歐陽懷希)

High Distinction 6K LEUNG Sik Chi Jonathan

(梁釋之)

Chemistry Section Distinction

6K AU-YEUNG Wai Hay

(歐陽懷希)

Distinction 6K LEUNG Sik Chi Jonathan

(梁釋之)

Physics Section Distinction 6K WONG Muk Hei (黃牧希)

High Distinction 6Y LAM Kiu Cho Joshua

(林翹楚)

High Distinction 6Y LI Chung Yu (李宗儒)

High Distinction 6K AU-YEUNG Wai Hay

(歐陽懷希)

High Distinction 6K KONG Chun Hay Leon

(江俊希)

Medal 6K LEUNG Sik Chi Jonathan

(梁釋之)

青年創業體驗計劃

最受歡迎商品 5H Chan Pak Hei (陳栢禧)

5H CHEUNG Long Ting

(張朗庭)

5Y WONG Tsz Shing (黃旨承)

The “Chemists Online” Self-study Award Scheme 2015-2016

Diamond Awards 5W LEE Chun Hin (李俊軒)

5Y HUI Shing Hin (許承軒)

5C WONG Chun Ho (王雋皓)

5K MONG Wai Yin (蒙暐然)

Pui Ching Invitational Mathematics Competition 培正數學邀請賽

Final Event (Senior Form Division)

Bronze Award 5K Law Man Hei (羅文禧)

Hong Kong Mathematics Olympiad Heat Event 香港數學競賽初賽

Regional Winner (Hong Kong


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Island)

First-class Honour Certificate

4K LIU Yi-xin (劉軼昕)

Second-class Honour Certificate

5K LAW Man Hei (羅文禧)

Third-class Honour Certificate

5H CHEANG Sin Yeung Clarence

(鄭善陽)

Hong Kong Mathematical High Achievers Selection Contest 香港青少年數學精英選拔賽

Merit (Team Award)


Second Honour 3Y Hung Chun (洪臻)

3Y Hung Wo Fung (洪禾豐)

3Y Wong Terry (王天瑞)

2K Leung Chi Kwan (梁智鈞)

Third Honour 2W Fung Kwun Chung (馮冠璁)

(IV) Music


Hong Kong Youth Barclampory Music Festival

Violin Free Choice Age 13-16

Winner 3H CHEUNG Ian (張知行)

The 5th Japan-Hong Kong International Music Competition

Young Artist Category (Violin Section)

Advance Class 3H CHEUNG Ian (張知行)

The 6th Hong Kong Virtuosos Music Competition

Strings Bach Class Silver Certificate 3H CHEUNG Ian (張知行)

Wah Yan College, Hong Kong – Music Scholar

Music Scholar (Oboe)

1Y CHAN Tsun Hei Issac

(陳儁僖)

Music Scholar (Piano, Percussion)

1H KONG Wai Tak (江惠德)

Music Scholar (Violin, Viola, Clarinet) -

1Y YIP Vinci (葉弘智)

Associated Board of the Royal School of Music Examination

Double Bass (Grade 5)

Distinction (141/150)

2H CHOY Brian Jonathan

(蔡俊樂)

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Merit (121/150) 2W CHU Ming Hon Brandon

(諸名翰)

The 69th Hong Kong School Music Festival

Double Bass Solo-Intermediate

2nd Place 2H CHOY Brian Jonathan

(蔡俊樂)

Graded Piano Solo (Grade 5)

2nd Place 1Y NG Yau Shun (吳祐醇)

Cello Solo-Senior 3rd Place 4Y FUNG Ying Long (馮英朗)

Viola solo-Senior 3rd Place 3W POU Yat Chun (鮑逸駿)

Violin Duet - Intermediate

3rd Place 3W POU Yat Chun (鮑逸駿)

Secondary School Choir - Foreign Language - Mixed Voice (First Division – Junior)


笙獨奏-深造組冠軍 5C SO Johnson Chun San

(蘇焌燊)

簫獨奏-高級組亞軍 5C LUK Yin Chun (陸研駿)

笛獨奏-高級組亞軍 5C LUK Yin Chun (陸研駿)

揚琴獨奏-深造組季軍 6C KOO Dick Hei Larry

(古廸羲)

揚琴獨奏-中級組季軍 3H LUK Hon Man (陸翰文)

二胡獨奏-中級組季軍 4C LEUNG Ho Fung (梁浩烽)

Hong Kong Youth Music Interflows

Symphony Orchestra Contest (Secondary School Class B)

Bronze Award Wah Yan College, Hong Kong

Chinese Orchestra Contest (Secondary School Class B)

Bronze Award Wah Yan College, Hong Kong

65th European Music Festival for Young People

Symphony Orchestra


(V) Sports


All Hong Kong Schools Jing Ying Table Tennis Tournament 2016-2017

Boys' Doubles 3rd Place

3W CHEUNG Sui Him (張瑞謙)

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4Y LING Wai Lok (凌瑋洛)

Inter-school Swimming Competition (Division 2)

Boys A Grade

Boys B Grade

Boys C Grade

Overall

Champion

2nd place

Champion

Champion


Boys A Grade 200m Freestyle

Champion 4K CHAN Fung Wei (陳鋒蔚)

Boys A Grade 50m Butterfly

2nd Place 4K CHAN Fung Wei (陳鋒蔚)

Boys A Grade 200m Breaststroke

4th Place 6C CHENG Man Hon (鄭文翰)

Boys A Grade 200m Individual Medley

2nd Place 5W KONG Cheuk Kiu (江卓翹)


Champion 6Y LEUNG Chung Ming

(梁宗明)


3rd Place 6Y LEUNG Chung Ming

(梁宗明)


2nd Place 5H MIAO Ho Him (苗灝謙)

Boys A grade 100m Freestyle

4th Place 5H MIAO Ho Him (苗灝謙)

Boys A Grade 4x50m Medley Relay

2nd Place 6W YING Yee Chun (應義進)

6Y LEUNG Chung Ming

(梁宗明)

4K CHAN Fung Wei (陳鋒蔚)

5H MIAO Ho Him (苗灝謙)

Boys B Grade 100m Breaststroke

Champion 4C CHONG Kam Hung (莊錦鴻)

Boys B Grade 200m Breaststroke

Champion 4C CHONG Kam Hung (莊錦鴻)

Boys B Grade 50m Backstroke

4th Place 3K LAI Sheung Lun (黎尚倫)

Boys B Grade 200m Freestyle

Champion 3H LAM Chak Fung (林澤鋒)

Boys B Grade 200m Individual Medley

3rd Place 3H LAM Chak Fung (林澤鋒)

Boys B Grade 4x50m Medley

3rd Place 3K LAI Sheung (黎尚倫)

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Relay 4C CHONG Kam Hung

(莊錦鴻)

3H LAM Chak Fung (林澤鋒)

2H YIP Ka Chun (葉嘉峻)

Boys C Grade 200m Individual Medley

4th Place

1H CHEUNG Yat Long Augustus

(張逸朗)

Boys C Grade 50m Freestyle

4th Place 2Y CHOW Tsz Sum (周梓琛)

Boys C grade 200m Freestyle

3rd Place 2Y SO Pak Man (蘇柏文)

BoysC Grade 200m Breaststroke

2nd Place 2K TAM Yu Chit (譚宇哲)

Boys C Grade 50m Breaststroke

Champion 2W WONG Pak Yui (黃柏叡)


Champion 2W WONG Pak Yui (黃柏叡)


4th Place 1W WONG Tsz Lok (王子樂)

Boys C Grade 50m Backstroke

3rd Place 1H WONG Wang Hei (黃宏熙)

Boys C Grade 200m Individual Medley

Champion 2W YIP Siu Ho (葉兆豪)

Boys C Grade 50m Butterfly

2nd Place 2W YIP Siu Ho (葉兆豪)

Boys C Grade 4x50m Medley Relay

Champion 2Y SO Pak Man (蘇柏文)

2W WONG Pak Yui (黃柏叡)

2W YIP Siu Ho (葉兆豪)

2Y CHOW Tsz Sum (周梓琛)

Boys C Grade 4x50m Freestyle Relay

2nd Place 1H WONG Wang Hei (黃宏熙)

2K LEUNG Chun Hei (梁晉熙)

1H CHEUNG Yat Long Augustus

(張逸朗)

2H SIU Tsz Kwan Gordon

(蕭子鈞)

Inter-school Cross Country Competition (Division 1)

24

Boys A Grade

Overall

4th Place Wah Yan College, Hong Kong

Boys' A Grade Individual

10th Place 5C LUK Yin Chun (陸研駿)

Boys' B Grade Individual

5th Place 3W CHEUNG Sui Him (張瑞謙)

Boys' C Grade Individual Result

9th Place 2W SHUM Ho Hang (岑昊衡)

Panasonic 17th HKASA School Invitational Water Polo Championships

5th Place 6W YING Yes Chun (應義進)

6C CHENG Man Hon (鄭文翰)

6C LO Hei Yin (盧晞賢)

6C YU Joseph (余峼)

5W KWONG Check Kiu

(江卓翹)

5Y PUN Cheuk Man Justin

(潘卓文)

4C CHONG Kam Hung (莊錦鴻)

4C LAM Wai Shun (林煒舜)

4H KWAN Cheuk Tin

Constantine (關焯天)

Inter-school Athletic Competition (Division 1)

Boys A Grade Triple Jump

4th Place 5C SHUM Matthew (沈君澤)

Boys A Grade 4x100m Relay

3rd Place 6Y CHAN Siu Cheong Jonathan

(陳兆昌)

6H KWOK Yi Chun (郭怡臻)

5Y LAU Ka Chung (劉家聰)

5C SHUM Matthew (沈君澤) 5H

HO Cheuk Hin (何卓軒)

Boys B Grade 100m Hurdles

4th Place 4C LAU Ho Fung (劉昊豐)

Boys B Grade Triple Jump

2nd Place 4H TSANG Kwan Lok (曾昆洛)

Boys C Grade 400m

2nd Place 2W NGAN Yuen Ho (顏炫浩)

Boys C Grade 100m

3rd Place 2K CHEUNG Yee Hang (張禕恆)

Boys C Grade Shot Put

3rd Place 2Y MAK Kwan Yui (麥君睿)

25

Boys C Grade Discus

3rd Place 2Y MAK Kwan Yui (麥君睿)

Boys C Grade 4x100m Relay

3rd Place 2W NGSN Yuen Ho (顏炫浩)

2H WOO Ming Yui (胡銘睿)

2K CHEUNG Yee Hang (張禕恆)

2K LEE Hang Yin (李鏗賢)

Inter-School Badminton Competition (Division 1)

Overall 4th Place Wah Yan College, Hong Kong

Boys A Grade 3rd Place

6C MAN Ho Chun (文皓俊)

6K MA Chun Hei (馬俊希)

6Y MA Hiu Tsun Timonthy

(馬曉浚)

6H KO Sze King (高思敬)

5H TSE Chun Kin (謝俊乾)

5C CHAN Lincoln (陳朗亨)

2H LIO Xi (柳晢)

Boys B Grade 4th Place

4Y KWOK Hin Ting (郭衍廷)

4W CHIU Tsz Lok (趙梓諾)


3Y LUI Matthew (呂尚峰)

3K CHEUNG Chung Yin Derek

(張仲賢)

3H KWAN Leung (關喨)

1W WONG Chi Yan (王致仁)

1Y HUI Ho Yeung (許皓暘)

Boys C Grade 4th Place 2W WONG Pak Yui (黃柏叡)

2K LEE Chun Yeung (李鎮洋)

1H SIU Long Yin (蕭朗然)

1H KWOK Ting Hei (郭庭熙)

1H NG Wing Fung (吳穎鋒)

1W LIU Pak Hin (廖柏軒)

Inter-School Beach Volleyball (Division 2)

Overall 2nd Place Wah Yan College, Hong Kong

26

Boys A Grade 4th Place

6H HO Lok Kin (何樂健)

5Y CHENG William (鄭暐霖)

Boys BC Grade 4th Place 3Y WONG Anson (王友諒)

1W LIU Pak Hin (廖柏軒)

隊際外展壁球比賽

Junior Section Champion

3W WU Yuri Charlton Chung-

Yin (胡仲賢)

3Y WONG Tsz Yau, James

(黃子祐)

3Y WONG Anson (王友誴)

3Y LAI Kong Yin (賴罡賢)

3Y HUI Tsun Wai (許峻瑋)

3Y WONG Tsz Wai (黃梓維)

3Y YIK Ka Hung (易嘉鴻)

Inter-School Squash Competition (Team) (Open Grade)

Team Section 3rd Place

6Y HUI Ka Lok (許嘉樂)

6H AU-YEUNG Ho Tak

(歐陽浩德)

6K LEUNG Sik Chi, Jonathan

(梁釋之)

3Y WONG Anson (王友誴)

2W TSE Yat Long (謝日朗)

All Hong Kong Schools Jing Ying Athletics Tournament 2016-2017

Boys Triple Jump 2nd Place 5C SHUM Matthew (沈君澤)

Inter-School Basketball Competition (Division 1)

Overall Champion Wah Yan College, Hong Kong

Boys B Grade Champion 4C TSE Ho Leung (謝浩樑)

4C MO Ching Yeung(毛清洋)

4H LEUNG Nga Shu Joshua

(梁雅書)

4C LIU Yingze (劉瀛澤)

4C FOK Yat Nam (霍日楠)

4C SHEK Ho Fung (石灝峰)

4Y LAI Yat Kan (黎逸勤)

27

3Y HUNG Ling Yam (洪凌崟)

3K FUNG Ka Lai (馮嘉禮)

3Y HO Chun Yu (何峻瑜)

3W TAM Chi Heng (譚志鏗)

3Y YIP Chun Nam (葉震楠)

3K LEUNG Koon Chiu (梁冠昭)

3K HONG Chiu Wing Timothy

(洪釗榮)

Boys C Grade Champion 2W CHOI Ching Yin (蔡政延)

2W LO Chun Ming (羅俊銘)

2Y LEUNG Cheuk Man (梁爵文)

2Y HUI Man Hei Ernest

(許文熙)

2Y LAU Ming Tat, Keith

(劉銘達)

2Y LEUNG Nga Pok Justin

(梁雅博)

2H MALIWAT Elijah (馬嘉慶)

2H CHAN Yuk Tung Eric

(陳旭東)

2K LEE Yee Wang

(李易宏)

1Y HUANG Tianyi Benjamin

(黃天一)

1Y CHAN Xavier Chak Fai

(陳澤暉)

1H CHAN Chun Ting (陳俊廷)

1K CHAN Yin Chak (陳賢澤)

1K CHEUNG Long Yin (張朗言)

Inter-School Volleyball Competition (Division 2)

Overall 2nd Place Wah Yan College, Hong Kong

Boys B Grade 3rd Place Wah Yan College, Hong Kong

Boys C Grade 4th Place Wah Yan College, Hong Kong

Inter-School Lawn Bowls Competition (Division 2)

4th Place 2H HO Yau Chung (何佑聰)

28

3H LO tin Yan (勞天恩)

(VI) Art


第四屆紫荊盃兩岸四地青少年書畫大賽 2016

中學西畫組入圍

獎

2H LEUNG Wan Chung

(梁雲翀)

Hong Kong Flower Show - Jockey Club Student Drawing Competition

Certificate of Merit (Junior Section in Secondary School)


新春兒童繪畫比賽

高級組優異獎 3Y YEUNG Chung Chak

(楊宗澤)

"華夏兒藝"全國少年兒童美術書法攝影大賽

美術壹等獎 2H LEUNG Wan Chung

(梁雲翀)

(VII) Uniform Groups


香港紅十字會灣仔區青年急救比賽

冠軍 5H WU Man Hui Sammel

(胡文煦)

5Y LUI Man Hei Ivan

(呂汶羲)

5H LI Cheuk Kwan Owen

(李爵君)

4K AU-YEUNG Ho Chun

(歐陽浩雋)

Hong Kong Red Cross 訓練盾

總季軍

3W CHUI Kai Shun Kinson

(徐啟汛)

5Y LUI Man Hei (呂汶羲)

Hong Kong Red Cross 灣仔區青年護理比賽

季軍 4K AU YEUNG Ho Chun Gordon

29

(歐陽浩雋)

3H CHAN Chak Kwan (陳澤君)

3W CHAN Ting Ho Kinson

(陳亭澔)

2K SZE Chun Kit Jacky (施俊傑)

Hong Kong Red Cross 港島總部青年步操比賽

優秀組最佳司令

員

5H WU Man Hui Samuel

(胡文煦)

香港紅十字會漸進式活動計劃深造章

榮譽章 5H WU Man Hui Samuel

(胡文煦)

(VIII) SA and ECA Clubs


Leadership Training Programme as a Camper

Completion Certificate

5H CHENG Chi Lam (鄭智霖)

5H CHEUNG Ho Fai (張浩輝)

“We Are The Agents Of Change” - Ignition Students Leadership Forum

Participation Certificate

5C TANG Charles Tsun Kit

(鄧駿杰)

5H CHENG Chi Lam (鄭智霖)


5H SHIH Hin Chuen (施漢銓)

Inter-school Career Quiz

Champion 5H CHENG Chi Lam (鄭智霖)

5H CHEANG Sin Yeung Clarence

(鄭善陽)

6C FUNG Chun Yuk Jason

(馮俊毓)

6C KO Cheuk Yin (高綽賢)

6H LI Cheuk Hei Brian (李焯𤋮)

6H MAN Ho Ching (萬昊正)

6K YUEN Chun Ting (袁焌庭)

Irish Festival 2017 - Treasure Ireland Hunt

30

1st Place 4Y WONG Timothy Bryan Co

(黃英豪)

2nd Place 4W YEUNG Laurent Helmut

(楊樂熙)

3rd Place 5W LEE Chun Hin (李俊軒)

(IX) External recognition of outstanding students


Hong Kong Island School Heads Association

Junior Forms Outstanding Student

3W HURIP Ethan (丘承熹)

Senior Forms Outstanding Student

6C CHENG Wing Jun (鄭永儁)

(X) Graduates


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

Dean's List (Fall)

Dean's List (Spring)

LEE Dustin

POON Siu Hang

Multi-faceted Excellence Scholarship 2015-16, Home Affairs Bureau, HKSAR

Scholarship Receipent

WONG Kar Ho Toby

Wu Yee Sun College, The Chinese University of Hong Kong

Master’s List WONG Siu Fung

The Hong Kong University of Science and Technology

Dean's List LEE Dustin

POON Siu Hang

YAU Ho Yin Horace

Hong Kong Baptist University

Dean's List Mr. HAU Yu Kin (侯宇建)

Associate of Arts (Music Studies)

Hang Seng Management College

President's Commendation Scheme (Academic) 2016/17

LAM Limson (林連生)

31

12. Administrative Highlights 2016-2017

Development of the SDP 2017-2020

With the School Development Plan (SDP) for 2014-2017 coming to an end in 2016/17, it was time for an overall evaluation and development of a new SDP for 2017-2020. With the revamp of the School

Betterment Committee (SBC) and formation of the School Self Evaluation Working Group (SSEWG) under the SBC last year, the effort was Spearheaded by the SSEWG and overseen by the SBC. The

process was more systematic, relevant colleagues were involved to a much greater extent than previous SDP cycles and better coordination was achieved. However, improvements in our process for our Planning-Implementation-Evaluation (P-I-E) Cycle should continue so that it will take root at the

individual, department as well as school level.

Based on the overall evaluation of the SDP 2016-17, survey results of stakeholders, APASO-II and graduates, latest developments in territory-wide policies and emphasis in education, and the focus of the Society of Jesus in the Chinese Province and worldwide, a SDP was developed. Colleague s were

involved and consulted at various stages and the IMC approved the new SDP in its June meeting.

The Major Concerns of the new SDP are: 1. Enhancing Self-directed Learning (With emphasis on the Human Excellence qualities of Competence,

Commitment) 2. Fostering a caring and respectful community (With emphasis on the Human Excellence qualities

Conscience, Compassion)

DSS exploration and consultation

As reported in the Annual School Report, an Exploration Taskforce had been formed to review the operation of the school with emphasis on the long term sustainability of its vision. The Taskforce submitted its report to the Jesuit Education Board (JEB) in December 2016. The JEB conducted three

meetings on the report.

After going through a discernment process, the JEB noted that times have changed and WYHK is facing some unique challenges. The time is ripe for the school to seriously consider the possibility of joining the Direct Subsidy Scheme (DSS).

The JEB laid down the following parameters within which the school should develop a consultation

document for a DSS-WYHK: a. The school should be a place for both the poor and the rich to learn from each other and to grow

together as brothers equally valuable in God's eyes. Given the current situation at WYHK, it should consider the feasibility of making use of the flexibility of the DSS to increase intake of less well-off

students. b. The school should charge a clearly low school fee (e.g. $20,000 or less per year) as compared to schools of similar standing to avoid the image of a school exclusively for the rich and privileged.

c. Cura personalis as an ideal should apply to the staff as well so it should be taken into account when the school develops its HR policies.

The school began the first round consultation with the uploading of the Consultation Document to the school website on 13 April, 2017. A DSS Tab was set up on the website in March to enhance

communication with stakeholders and transparency of the process. A series of consultation sessions

32

were conducted in April for stakeholder groups including alumni, parents and PUAWYPS parents and alumni. Meetings or discussion sessions were also held with WYHK teachers, PUAWYPS teachers, PUAWYPS IMC members and PUDA key members. A series of follow-up sessions were also held in

July so that those who still had questions or comments could voice them. The 4-month Round One consultation was officially ended on 15 August, 2017.

Withe Round One consultation wrapped up, the JEB will consider information, suggestions and comments received and discern on the next step of the exploration.

Revamp of Organization Chart To streamline reporting/accountability lines, better reflect current practices and enhance clarity of the

how different groups and functions of the school are operated as a coordinated whole, the school revamped the organization chart after discussions at the Administrative Committee, the SBC and sharing

with all colleagues at the Principal’s Meeting. It was subsequently approved by the IMC in J une for implementation in 2017/18.

Enhanced complaint management system

All Aided schools need to develop and implement the "Enhanced School Complaint Arrangements" by 1 September, 2017. After consultation of a draft based on EDB's "Guidelines for Handling School

Complaints", the final version was approved by IMC.

Staff formation – middle manager retreat

Besides the usual series of staff development programmes, the Staff Development Committee organized a middle managers retreat this year to develop management skills and enhance communication, mutual

understanding and collaboratioin among different Department Heads/Deputies.

33

13. Achievements and Reflections on Major Concerns in 2016-2017

Introduction

As we are heading towards our centenary anniversary celebration, it is time for us to consider how we can enhance the capacities of our students, teachers and administration for the sustainable development of the

school. Hence, “Building Capacities for Sustainable Development” was set to be the theme of the three-year school development plan 2014-2017 and the three major concerns were set as follows.

Major Concern I: Cultivating Self-directed Learners

Major Concern 2: Facilitating Development of a Professional Learning Community

Major Concern 3: Enhancing Organizational Effectiveness

2016-2017 is the last year of this three-year school development plan. Different functional

groups/committees, subject panels and teachers implemented various strategies and tasks to address the three major concerns throughout the academic year. Year-end and programme-end evaluation of the effectiveness of the strategies and tasks were carried out by respective committees, organizations and

subject panels and recommendations for further improvement for the coming academic year were made.

34

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

Strategies Achievements/ Tasks accomplished Evaluation & Reflection

1.1.1 Organizing

related school-

based

professional

development

programmes for

teachers

A mindful visit to Yim Tin Tsai was arranged for all teachers in this academic year. 92% of participants enjoyed the silence in nature and 96% of them were satisfied with the programme.

The visit provided an opportunity for teachers to relax, reflect and reconnect with nature which might shed light on how teachers could prepare

students to be more reflective, a key characteristic of self-directed learner.

1.1.2 Empowering

students with

self-directed

learning through

organizing

workshops for

F.1-4 students

A study skills programme for F.2 students and a STEM course for F.3 elite students were organized by the Academic

Committee.

Feedbacks of the programmes were good. F.2 students were satisfied with the study skills

programme and F.3 students found the STEM course useful.

1.1.3 Enhancement of

reading through

reading

programmes and

activities

Extensive reading for different levels: long weekend reading,

holiday reading programs, English SBA and additional reading sessions were arranged by the English panel. Students were

asked to read, write journals and prepare for quizzes. Students were given opportunities to reflect on their reading

attitude and suggest ways to develop better habits by the English department.

Besides, annual reading programmes were organized by the Chinese panel for junior form students. Students were

encouraged to use dictionaries of Modern Standard Chinese and Classical Chinese. These not only enhanced their reading, but also their writing skills.

It was found that more students were motivated to

read since a collection of more suitable and interesting reading books were selected by the

English Panel. A survey of students’ reading attitude was

conducted. 43.6% of the students agreed that they read books seriously and 42.3% of students read more books compared with last year.

Students were provided with relevant Modern

Standard and Classical Chinese dictionaries online web-links.

35


1.1.4 Helping students

becoming more

reflective

IPP was adopted in classroom learning.

Weekly examens were introduced to senior form students in

IVE and Religious Formation lessons to develop their habits

for self-reflection.

Silence practices have been implemented to all students in

IVE lessons in order to build up a habit for daily Examen next year. Besides, Bible reading as self-directed reading habit was continued to promote to the students.

In general, students thought that Examen can

give them a chance to slow down their pace, reflect their lives and attitudes to different persons

so as to refresh themselves to be a better self. However, some students reflected that they

cannot fully concentrate to follow the guidance from their teachers because it is not easy to quiet

down, many distractions or worries. A few students thought that they are easily disturbed by noises from their classmates and activities held

outside the classrooms. It is suggested to perform Examen at the school chapel or the prayer room.

1.1.5 Helping students to

set learning

targets/course

expectation, devise

corresponding

action plans and

evaluate their

performance

Students were asked to fill in the students learning targets worksheets at the beginning of the school year. Evaluation of

students’ performance was conducted at the end of the first term examination and after the final examination.

73% of students responded that the seminar enabled them to better use their summer vacation for the coming HKDSE and

63% of them agreed that the seminar could better prepare them for the coming examination.

Students were asked to set specific learning targets when they had their year-end evaluation lesson with their form teachers.

Some of the learning targets set were very general and the action plans proposed were not

concrete enough. More guidance on target setting is needed. Moreover, they should be encouraged to display their targets at conspicuous location so

as to remind themselves of their commitment. Similar as last year, time was a constraint in

carrying out year-end evaluation with students.

Overall speaking, the launching seminar was effective to encourage students to better use their summer vacation for HKDSE preparation.

Besides, students were also reminded of adopting a growth mindset to meet their challenges in the

seminar.

36


1.1.6 Inclusion of

learning attitude

grades for self-

evaluation

“Class Participation assessment” was included as a

component of continuous assessment by different subject panels.

Learning attitude grades were introduced in different forms helping students to have self-reflection and enhance their

awareness of their learning attitude.

Subsequent to receiving their learning attitude

grades, 55.4% really reflected on their learning, 55.9% of them reviewed their learning targets and

69.1% of them indicated that they had tried to improve their learning attitude.

1.1.7 Project work/

independent study/

investigation

Project learning and independent study/investigation were

used by different panels in promoting self-directed learning e.g.

a) A range of English projects were arranged, from

cooking demonstration for our junior form students to

charity simulation game for senior ones. b) In History, all F.1 students went to the Hong Kong

History Museum. They were required to complete worksheets as the final project of the year. Also, they collaborated in groups of 3 or 4 in producing short plays

for their classmates to enjoy. A two-day heritage trip to Macau in association with the Matteo Ricci Heritage Society was organized to F.3

students. They went to numerous churches, monuments and museums that recorded the Jesuits'

early history in Macau. Independent research project was carried out by the History Panel in F.2-3. F.6 History students were even

involved in presentation, peer review and oral critique of their project works done.

c) In Biology, F.3 students were engaged in designing and carrying out scientific investigation of any topics relating to food and/or enzymes that they found interesting.

Some of them were given opportunities to share their findings and comment on investigations carried out by

other students.

All in all, students welcomed the variety and the

extra exposure provided by the projects. They enjoyed the various tasks, participated actively in

general and gave very favorable comments.

37


d) A “Chemist Online” programme was continued this year

in the Chemistry Panel to arouse students’ self-learning interest in the subject.

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

1.1.8 Enhancement of

study skills for F.1 -

3 repeaters and

SEN students in

small groups

Study groups were formed during lunchtime and after school. A part of the students found the small group learning useful.

As the number of F.1-F.3 repeaters were low this year, small groups were hard to form which

affected the learning motivation of the students. The situation was similar in the senior form SEN

students because students studied in different subject electives. In general, the effectiveness of the small learning group was satisfactory.

1.1.9 Whole Person

Development

(WPD) Program

was introduced to

further improve our

sportsmen’s

academic results

Around 50% (9 /19 students) participants improved their students’ ranking in examinations.

It was found that the learning motivation of the participants was relatively low. Most of the

sportsmen took part in this program because of their parents. Nevertheless, academically weaker F1 students showed marked improvement in their

performance in the final examination. An interview on the selection of participants should be

implemented in order to find those sportsmen who want to improve their academic results.

38


1.1.10 Online video

tutorials for

students to learn

programming at

their own pace

under their own

motivation. The

teacher will serve

as a learning

facilitator

80% of students finished all skill level tasks and the rest (20%)

of students completed at least one creative level project. The target was reached successfully.

The apps development was no longer

fashionable, it is necessary to move on to robotics in order to catch the enthusiasm of our students.

1.1.11 Facilitating

formation of Study

Groups for senior

forms to foster

mutual support in

self-regulated

learning

A self-study group was formed this year. Participants agreed that the self-study group

enhanced their motivation towards mutual support in learning. However, more promotion has to be

done in order to foster students to form self-study groups after school.

1.1.12 Helping students to

set learning targets

at the beginning of

the first and second

term

Subject teachers helped students becoming self-directed learners through helping them to set learning targets and corresponding actions, reflect on their performance after the

mid-year examination and review their learning targets and actions for the second term.

Counselling of individual students who failed to set realistic targets is found necessary if the task is effective in improve student learning. Weaker

students were found to be dragged by their assignments instead of being self-directed.

Procrastination and weak time management were found to be their major problems.

39

Intended Outcomes

1.2 Boosting motivation to excel


1.2.1 Positively

reinforcing

students with

good performance

through

Good assignments, project works and outstanding art works of students were put on display boards of

classrooms and open area of the campus by the Chinese, English, Liberal Studies, IS, Biology and Visual Arts panels.

In the English Panel, a winning article on the drama performance (Form 3) was printed in the Starlet.

Results of internal and external competitions were announced on notices.

Prizes were presented during assemblies, Speech Day and

Annual Prize Presentation Ceremony.

These practices honored students with good performance, motivating them to excel.

Besides, it could also encourage other students to follow suit.

Some assemblies were lengthened because of the presentation of a considerable number of

prizes. Only about 26% of students found this effective in motivating them to excel.

1.2.2 Provision of

enhancement

learning materials/

experience for

capable students

and students who

need remedial

support

Additional Putonghua module was given to those students

finishing the assigned tasks early to stretch their potential and excel.

Tutorial BAFS lessons were arranged on Saturdays for F.4 students who needed extra help in this subject.

The LS panel piloted after-school enhancement classes for

F.6 top 10% and bottom 10% students (on a voluntary basis) to foster mutual support in self-regulated learning under the supervision of teaching assistant. Besides, three

F.4 enhancement classes for bottom 40 students were arranged.

Similar to last year, few students who finished

early were eager to try. Participating students found the tutorials

useful. Three lessons for F.6 and Four F.4 and F.5

enhancement classes for bottom 20 students of each form were arranged this year. Positive

responses were received from 95% of the participants.

40

1.2.3 Encouraging

students to

participate in

different

competitions

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

Competitions could enhance fighting spirit of students and stretch their potentials beyond

the school and classrooms.

1.2.4 Helping students

to find meaning in

their studies and

lives through

3 retreats for F.5 and F.6 students were organized successfully. Magis exposure to Cambodia (ard 15

participants), Lenten Campaign and Lantau (5 participants). All participants gave positive feedback about

the retreats. They agreed that they could find deeper meaning in their studies and lives.

60% of the students agreed that the panel provided sufficient information about the progresses of IT (esp. AI) in

the outside world and they were more aware of the impact of IT on their life-long development.

The number of participants in the retreat to Lantau was relatively low. More promotions

(e.g. promotion video, talk for sharing of experience and posters, etc.) could be

arranged so as to motivate students to take part in the retreat.

As more information about IT (esp. AI) could be found from the multimedia by students

themselves, promotion of relative information through video board casting and teaching in classrooms should be moderated.

1.2.5 More field work to

be included in field

trips, including

field report and

reflection after the

trips

2 field trips were organized successfully in the Geography panel this year. Students participated actively in this two

trips and positive feedback were collected after the field works.

With the importance of fieldwork increased in DSE level, it is needed to organize more

various fieldworks in the future. More support e.g. manpower and equipment in fieldworks from school are required In order to hold

fieldworks successfully.

1.2.6 Whole-person

Development

Program for

sportsman

Whole Person Development Program aiming at boosting

motivation of sportsmen to excel academically was piloted on a selected group of junior form students. 4 learning skill

workshops and study groups involving outstanding alumni were arranged successfully for them.

Overall speaking, improvement in academic

performance was not significant through the 4 learning skill workshops. Training camp should

be arranged again for our sportsmen in the coming year.

1.2.7 Morning circular

announcements –

selecting and

Throughout the year selected F.4 students carried out their duty and students in school were more aware of the events

that happen in school.

This measure was effective in raising students’ awareness.

41

training F4

students with

strong English

speaking ability to

carry out the job of

reading the

morning circular

through the PA

system every day

One problem that could arise was that

sometimes the student on duty was absent, so a replacement was needed.

1.2.8 Increase the

number of

banding in

reporting students’

examination

results

The banding of (1, 2, 3a, 3b, 4, 5) in 2015-16 were

increased to (1, 2a, 2b, 3a, 3b, 4a, 4b, 5) in 2016-17.

This measure was aimed at letting students

know their own standards more precisely so as to motivate them to do better. Most teachers

and students welcomed this change.

Intended Outcomes

1.3 Further developing assessment for learning


1.3.1 Using statistical

data like projected

HKDSE levels and

SP Analysis of MC

questions to

improve learning

and assessment

The Academic Committee prepared projected HKDSE scoresheets for senior form students in different subjects. A

report was distributed to them with their projected levels for self-evaluation. SP analysis on performance of students in multiple choice

questions was used as a tool for self-evaluation. Results of analysis allowed teachers and students to identify common

mistakes.

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

plan for further studies. 62.7% of students found the projected levels useful in helping them evaluating their learning and 68.2% of them said

that they were encouraged to improve.

1.3.2 Enhancing

alignment of

assessment tools

Different subject panels like Chinese, English, Biology, and Liberal Studies provided assignments to students together

with assessment rubrics. Also, well written reports or marked

All these materials enabled students to know more about what were expected from them.

42

with expected

learning outcomes

through provision

of assessment

rubrics, exemplars

of student works

scripts were shown to students during script checking lessons

to enhance assessment for students’ learning.

The Chinese Panel had developed a web-site where students could gain access to HKEAA markers’ report, HKDSE and self-learning materials besides disseminating this information

to students through the intranet.

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

The reports enabled students to have better

understanding of examination requirements.

Time allocation is the main concern as conducting the pre and post tests required time and the teaching time was limited.

1.3.3 Guiding and

facilitating students

to reflect on

assessment

performance to

enhance learning

and to look beyond

mere testing as

overall

assessment

The year-end student self-evaluation was carried out. Students needed to fill in an evaluation form to look at his own

performance both academic and non-academic throughout the year. They also had to list out new targets and plan actions for the next term.

Most students found this self-evaluation helpful to build up a reflective habit.

It was recommended to do this process right after the first school term instead of at the end of the

school year in future.

.1.3.4 Encouraging

students to take

part in external

mock

examinations

Different subject panels like Chinese, Liberal Studies, Chemistry and BAFS provided external mock examinations’

information to F.6 students and encouraged them to take part in it. Around 40% of F.6 students participated in external mock examinations of different subjects and they believed that the

mock examinations could help them to consolidate their subject knowledge to a large extent.

The participation rate was relatively low. It is suggested that various ways of notifications could

be used to provide information to F.6 students (e.g. posters on display boards, imail, etc).

1.3.5 Developing a new

school-based

English

A trial version of the assessment questions was developed and tested with a group of around 60 students.

The questions were able to assess the basic language abilities of the students, but a number

of questions should be revised and changed so

43

Competence

assessment for

cross cohort

comparison and

self-evaluation

that they can be better aligned with the aims of

the assessment.

1.3.6 Organizing related

staff development

programmes for

teachers

A staff development programme on Assessment for Effective Learning & Teaching was organized for all teachers. 90% of

teachers found the programme effective in enhancing their understanding of assessment data from TSA, value-

addedness report and HKDSE school statistical report. 97% of teachers agreed that the programme could enhance their awareness of assessment as feedbacks for effective learning

and teaching and 90% of teachers revealed that they would apply what they learnt from the programme to their daily

teaching.

Overall speaking, the programme was effective for promoting assessment for effective learning

and teaching among teachers.

Intended Outcomes 1.4 Building an environment to support students’ self-directed learning


1.4.1 Development/

collecting

resources/

platform for self-

directed learning

An app for vocabulary learning was developed for F1 students.

Different subject panels like the BAFS, Biology, Chemistry and Integrated Science uploaded relevant self-learning

exercises, educational videos, reading materials, quizzes and answers to e-classroom.

Different subject panels continued to enrich reading materials in the student library.

Various subject panels like Putonghua, BAFS, identified

After the final checking, the app would be introduced to F1 students in the coming academic

year. Students developed a habit to download their

learning materials through e-classroom.

Various online learning platforms were on progress; teachers from different panels continued to upload their relevant materials to the

platforms.

44


webpages to extend online learning of students.

1.4.2 Enhancing

intellectual

curiosity of

students by trying

out the project “A

Question A Day”

that does not

narrowly focus on

examinations/

syllabus

A question relating to different subject disciplines was raised each day by different subject teachers through poster and

daily announcement. Corresponding answer was revealed on the following day. Questions raised were not confined to

examination related ones.

At least 40% of students attempted to answer the questions raised. Some students even suggested

to have A Book A Day project to promote self-directed learning.

1.4.3 Making existing

facilities more

accessible to

students

A self-study group was formed this year.

Task completed. An ECA “Reference corner” was set up in the library. However, around 80% of the students thought the ECA reference corner is not effective to provide a channel to

promote and encourage them to participate in other school activities.

Participants agreed that the self-study group enhanced their motivation towards mutual support

in learning. However, more promotion has to be done in order to foster students to form self-study groups after school.

In general, the effectiveness of the ECA reference

corner is relatively low. It may due to the fact that it is a new measure and students are not familiar and able to make good use of it. Announcement

will be made through council meetings to let students understand more about it.

Major Concern 2: Facilitating Development of a Professional Learning Community

Intended Outcomes

45

2.1 Fostering a culture of sharing, mutual support and reflections Strategies/Tasks Achievement/tasks accomplished Reflections/Evaluation

2.1.1 Sharing among

panel members

teaching ideas and

materials

All subject panels (except those panels consist of one person

only) made good use of panel servers to share the teaching

materials, such as power-point, assessment materials and

notes among panel members.

Chinese panel and LS panel made good use of the common

preparation period to share teaching ideas and discuss the

setting of examination questions consistently.

It can enhance the collaborative working

atmosphere among panel members.

It can standardize the teaching and learning tools

so as to minimize the discrepancy of teaching

between different classes.

There were insufficient resources to allow more

common preparation periods for different

subjects.

2.1.2 Conducting Buddy

lesson observation

during which

teachers can share

teaching

strategies, ideas,

IPP practices

All teachers carried out buddy observation and shared with

the teachers observed after the lesson.

Elements of IPP were found in most of the lessons observed.

The practice would be continued for continuous

professional development of teachers.

2.1.3 Organizing staff

development

programmes

80% of teachers agreed that the programmes were effective

for promoting sharing among themselves.

Staff development programmes organized this year were well

received much more than last year.

Inspiring and passionate speakers or facilitators

were found to be crucial for successful

programmes.

2.1.4 Developing regular

platforms for

sharing teaching

approaches,

philosophies, and

interesting subject

matters

Co-teaching practices were adopted to F.4 and F.5

supplementary lessons. Each teacher focused on improving

student’s one particular ski lls; F.5 subject teachers worked

together to introduce the writing of student’s profile which was

for JUPAS application.

8 LS teachers paired up into 5 groups and led IES in F.5. For

some teaching points, students organized mass lecture for the

whole form or took shift to teach different research

Teachers can maximize student’s learning

efficiency and they can learn from each other.

It can lower the teacher-student ratio that can

enhance the teaching quality and promote a more

frequent co-operation among panel members.

New teaching formats can reduce teacher’s

workload in term of lesson preparation and

teachers can have a chance to teach something

46

Strategies/Tasks Achievement/tasks accomplished Reflections/Evaluation

methodologies.

Task completed. F.1 subject teachers met once a week and

revised the teaching schedule with the assistance of EDB

officials

Only 42% of teachers said that they had read or borrowed

books or magazines from the reading corner. On the other

hand, more teachers had borrowed books in this academic

year and more books were also borrowed this year.

60% of teachers had read the materials displayed on the

bulletin board.

they are more familiar in focus.

It is a good means to improve our teaching quality

and alert teachers with updated trends in Chinese

education.

Displayed books/magazines could be replaced

more frequently to attract the attention of

teachers.

2.1.5 Enhancing

reflection among

teachers by

inclusion of a 5-

minute

mindfulness

exercise in

Principal’s meeting

More positive responses were collected this year. 64% (50%

in 2015-2016) of teachers agreed that the exercises were

useful for stress reduction while 77% (36% in 2016-2016) of

them agreed that the exercises could help them to reflect.

These exercises not only enhanced reflection

among teachers but paved the way for

implementation of examens in the coming

academic year.

2.1.6 Encouraging

teachers to collect

feedbacks for self-

evaluation of both

teaching and

administrative

duties

95% of teachers collected feedbacks for evaluation of their

own teaching duties while 47% of them collected feedbacks

for evaluating their administrative duties.

More percentage of teachers collected feedbacks

for evaluating their administrative duties this year.

Inclusion of related items in annual staff

evaluation form was an effective way for

encouraging teachers to collect feedbacks by

themselves.

2.1.7 Deepening

teachers’

The teachers of IVE and RF panels met every week during

their common free period and discussed the teaching

The result of this arrangement was satisfactory

and teachers created a collaborative working

47


appreciation of the

profile of Ignatian

Educators and

encouraging

practice of IPP

through weekly

sharing among

Religious

Formation and IVE

teachers teaching

the same form

progress. They also reviewed the curriculum. environment. However, the discussion time was

not enough to go through all Forms in one lesson.

Teachers had to spend time out of the lesson

timetable to have discussion.

2.1.8 Cross-curricular

collaboration in

reviewing the

school based Life

Education

curriculum

A task force for reviewing the Life Education curriculum was

formed. A questionnaire for subject teachers was distributed

and themes for different Forms were discussed.

More time is needed to have a comprehensive

evaluation of the Life Education curriculum.

Advice from education psychologists will be

consulted.

2.1.9 Whole school

approach for

supporting SEN

students

Several IEP meetings were held. Subject teachers, parents,

counselling team teachers, social worker and psychologists

discussed the study progress of individual SEN students. The

attendants found that these meetings were useful.

Ideas about handling the SEN students were shared and

teachers had more confidence and support in their work.

The project relied on external funds for hiring a

project assistant and its sustainability is uncertain.

IEP meetings usually started after school and

occupied teacher’s free time. It will be quite

demanding for a subject teacher to attend

meetings if that teacher has taught many SEN

students.

Intended Outcomes 2.2 Developing policies and practices to support joint efforts to enhance teaching effectiveness

48


2.2.1 Provision of

additional

teachers and

teaching

assistants so that

teachers can have

more

opportunities and

time to meet,

design and

develop resources

for enhancing

teaching

effectiveness

New teachers and teaching assistants were hired. The overall teaching workload and some non-

teaching duties among colleagues can be

released slightly.

Some colleagues can focus on their major

school duties intensively, such as taking care

of SEN students and handling the careers

matter.

2.2.2 Offering Office

365 accounts to

all staff and

students so as to

provide a

collaborative

platform for

sharing of

teaching

resources/

strategies and

learning

Office 365 accounts were offered to all staff and students

this academic year but it was not commonly used by

teachers.

Teachers might not be familiar with Office 365

and hence it was underutilized. A teacher

training programme will be organized in the

coming academic year to enhance its use.

2.2.3 Weekly sharing

session by

Religious

Formation and

IVE teachers of

All teachers of IVE and RF panel met every week during

their free period and discussed the teaching progress.

Teaching ideas and different approaches of lesson

planning were shared.

It is important and essential for the RF and IVE

panels to have weekly sharings. Teachers can

have more consensus on the focus of

teaching. However, the discussion time was

not enough to go through all Forms in school

49

Intended Outcomes 2.3 Review of implementation of NSS curriculum as teams Strategies/Tasks Achievement/tasks accomplished Reflections/Evaluation

2.3.1 Updating teaching

and learning materials to align

with the revised NSS curriculum by different

subject panels

All the subject panels which offer DSE curriculum had

updated their teaching materials. All these materials were

saved in the panel server and subject teachers could use

them freely. For example, some teaching focus of DSE

History, Geography and Physics were cut and teachers

need not rush through the syllabus.

The materials were revised in accordance with the reviews

of different subjects by EDB and HKEAA.

Teachers welcome this sharing practice and believe

this can release teacher’s teaching workload and they

can have more time to improve their teaching

strategies.

However, some subject panels commented that they

cannot have sufficient teaching time due to the

excessive school activities.

2.3.2 Sharing of

marking experience by DSE markers

Teachers from the Chinese panel and LS panel had

shared their experience in DSE markings during the panel

meetings.

Teachers found it useful and the discussion

atmosphere was proactive. The sharing can facilitate

them in conducting a more reliable internal

assessment.

2.3.3 Implementing a more

comprehensive Life & Society

curriculum for better equipping students with

fundamental knowledge for

F.1 to F.3 school-based curriculum is newly set. The themes and concepts are closely related to DSE

curriculum, for example, F.1 students will learn “quality of life” which is one of the key concepts of DSE Module 2:

Hong Kong Today; F.2 students will learn the political issues of Hong Kong and F.3 students will learn the Reform and Opening-up of Modern China. All teaching

materials were tailor-made for preparing them in studying DSE LS.

The teaching time was insuffient as we only had one L&S lesson per week. The teaching schedule was

extremely tight and teachers could only teach the most important concepts. In-depth class discussion

was rare. It may hinder the learning effieciency of students.

the same form for

sharing of bible

study, teaching

approaches and

prayer

in one particular lesson. Teachers also had to

spend time out of the lesson timetable to have

discussion.

50

DSE Liberal

Studies

Intended Outcomes

2.4 Whole school approach in supporting SEN students Strategies/Tasks Achievement/tasks accomplished Reflections/Evaluation

2.4.1 Building a caring

and supportive

culture

Counselling teachers, social worker, psychologists and the

project assistant had formed a team to support the

teachers in handling the SEN students.

Some students were chosen as SEN student’s angels and

helped them to adopt the school life.

All SEN students of Tier 1 were taken care of by different parties in school.

The School gave strong support in handling the SEN

students and many professional ideas were shared

among teachers. Teachers also regularly attended the

training courses to equip themselves in dealing with

SEN students.

2.4.2 Provision of

training and

encouraging

sharing of

problems and

good practices in

handling SEN

students

18 IEP meetings were held. Subject teachers, parents,

counselling team teachers, the social worker and

psychologists discussed the study progress of 6 SEN

students. The attendants found that these meetings were

useful. Meeting reports were kept.

Counselling master shared the details of courses related to SEN training among colleagues by i-mail regularly.

Teachers are in general more aware of how to teach

SEN and have tried to cater for their education needs.

They are more confidence in handling different cases

and know what to do when the problems of SEN

students arise.

2.4.3 Facilitating sharing of

information about SEN students with a view to

provide more appropriate

A supporting team consisted of teachers, a teaching

assistant, the social worker and psychologists were

formed. They provided support to teachers in handling the

SEN students.

Both internal and external examination time for the SEN students were lengthened.

Resources from the government was insufficient to sustain our program in supporting the learning and

teaching for all SEN students, especially there is an increasing number of SEN students in our school. Extra funding is needed.

51

support to them

Intended Outcomes

2. 5 Developing a learning campus


2.5.1 Developing an

environment to

promote

intellectual

curiosity through a

“A Question A

Day” and “An

Artwork A Week”

Over 100 questions were set, the themes were diverse,

ranging from geography, history, science to mathematics.

A teaching assistant was responsible for this program by

updating the questions.

The Principal, teachers and students contributed the

questions actively.

About 30 artworks were illustrated and displayed next to

the reception.

The response was fair. Students only paid attention to

those questions they were interested.

It is quite difficult to ensure that students have

read/listened to the questions properly

Students were not interested in the display of

artworks. They seldom took a look of the artwork.

2.5.2 Enhancing

students’ sense of

belonging through

taking up

responsibilities for

general upkeep of

campus

environment

Green monitors were chosen from each class.

Apart from food waste and paper, students were

encouraged to recycle cans and plastic bottles.

A recycling box of paper was placed in each classroom.

Responses from different classes varied. Junior form

students participated in the recycling program actively

and the program worths ongoing.

More clear and consistent supporting measures on

the implementation are needed.


52

Intended Outcomes

3.1 Developing more transparent systems


3.1.1 Collecting

teachers' feedback

on Principal's

leadership

It was completed at the end of the academic year and the

collected feedbacks were shared with teachers during the

Principal’s Meeting.

This set a very good example encouraging

teachers to do likewise for professional

development and school improvement.

3.1.2 Review the

schedule of P-I-E

to enhance

effectiveness of

school

development plans

SSE and SBC meeting dates were tied in with the

Planning- Imeplementing-Evaluating cycle of the school.

This is an improvement for functional groups

and subject panels to make schdules.

3.1.3 Documentation of

maintenance policy A policy was drafted for Administrarive Committee to

review.

Further discussion is needed to confirm.

3.1.4 Documentation of

grants and

scholarships

A form for the needy to apply for ECA subsidy was

developed.

Applications for subsidy for ECA by the needy

have become easier.

3.1.5 Review

organization and

coordination of

Other Learning

Experiences i.e.

activities carried

out by ECA and

school

organizations

A draft was submitted to the school administration by the

ECA chair.

The organization chart was revamped.

Further discussion is needed.

Organizations’ reporting levels are clearer.

53


Intended Outcomes

3.2 Review and upgrade of the IT environment and communication system


3.2.1 Improve computing

efficiency of

computers in

school by

upgrading PCs for

staff and

classroom PCs

The efficiency of computers at both staff room and

classroom was enhanced.

Efficient computers are significant for the

efficiency of administrative duties, teaching

and learning.

54


Intended Outcomes

3.3 Improve Corporate Communication with External Parties


3.3.1 Provide on the

school website

campus TV

programmes on

current campus

activities

200 minutes of videos were broadbasted in this academic

year.

There were less video production in this

academic year because some members of the

Star Studio were also busily engaged in other

school activities and time was needed to train

up new members.

3.3.2 Broadcast updated

school news to

visitors using the

TV panel mounted

at the entrance of

the school

More than 90% of the school news were displayed on the

TV panel at the reception counter.

The TV panel is an eye-catching place for

displaying major school news.

3.3.3 Minor modification

to the arrangement

of the school

webpage

It was carried out. There is a need for regular update of the

school web-page to enhance corporate

communication within schools and with

external parties.

3.3.4 Production of a new

video for

introduction of the

school

It was postponed to the next school year.

With a smaller number of student helpers, but

more activities requiring AV support, there

were not enough resources to produce the

video.

55

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 c ritical tasks in the education reform. In

2016-2017 school year, the CEG was used to employ an IT technician, a pastoral assistant and a part-time

teacher to relieve the workload of ICT, IVE, Liberal Studies, Music and ECA teachers. The summary

below describes how the grant was used in the college in 2016-2017 academic year.

1. The IT technician was employed in 2016-17 to release the teaching of Computer studies and set up

computer systems.

2. To release the heavy workload of IVE and Music teachers, a pastoral assistant and a part-time teacher

were employed in 2016-17 in helping religious formation and music activities (Symphonic Night and

Chinese Orchestra Function).

The Financial Statement for Capacity Enhancement Grant

Year 2016 /17

Income ($) Capacity Enhancement Grant 588,202.00

Expenses ($) Salaries 583,938.66

Deficit for the year (4,263.34)

=========

56

15. Report on Learning Support Grant 2016-2017

No. Strategies Actual Implementation Time

Achievements Reflection & Feedback

1. Employment of EP and CP (part

time)

1 September 2016- 31 August 2017

SEN students have shown progress in

behavior, social skills and peer relationships

because of the professional support from EP and CP.

Parents are on the whole satisfied with their service.

EP, CP are very professional in their

support for SEN students, and have

helped them in making significant

progress in proper behavior and better

peer relations.

The Financial Statement for Learning Support Grant

Year 2016 /17

Income Learning Support Grant 507,825.00

Expenses

Salary for Psychologists 497,984.00

Balance for the year 9,841.00

=========

57

16. Report of Career and Life Planning Grant 2016-17 No. Objectives Strategies Achievements Evaluation (Reflection and feedback) Allocation of

the CLP

Grant

1. Developing students’

awareness,

mindset,

knowledge,

reflections for Life Planning

Life planning programs implemented at different levels and tailor-made for

their different stages:

F.1 – incorporated in Life &

Society curriculum (Formation &

Application of Values) and Life Education curriculum (support

for new students).

F.2 - life planning program on

Subjects Selection to be

implemented in Life Education lessons.

F.3 – life planning program on

Subjects Selection to be

implemented in Life Education

lessons. F.4 – Career assessment and

career exploration programs to be

implemented in Form Teachers’

Periods and Careers Day.

F.5 – Career Mentorship Scheme (in cooperation with the Past

Students Association) and

participation in Careers Expo (in

cooperation with other secondary

schools). F.6 – University (JUPAS and

overseas) planning programs -

seminars, experience sharing

sessions, interview skills

workshop etc. would be held.

F.1 – The Life and Society curriculum and Life Education curriculum was followed

through.

F.2 - A life planning program with 4 periods

with a main theme on ‘Possible Jobs’ was

held for F.2 students in January and February 2017.

F.3 – A life planning program with 4 periods

with a main theme on ‘F4 Subject Selection’

was held for F.3 students in September 2016.

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

students (by means of DISC by HKEYG 青

協) in March 2016.

(2) A career exploration program with 5

professions (Business, Law, Engineering, Psychology and Medicine) was held on

March 31, 2017. Each student attended 2

workshops based on their preferred choices.

F.5:

(1) Mentorship program – The Recruitment Session was held on September 7, 2016. A

Matching Session was held on September 27,

2016 with 40 mentors and mentees

participated, a Career Fair was held on

March 23, 2017 and an Interview Workshop was held on April 30, 2017.

(2) Careers Expo co-organized with Ho

Tung College was held on February 25, 2017

with more than 10 different professions.

F.6 : (1) JUPAS Talk was held on September 21,

2016

(2) JUPAS Experience Sharing Session was

held on October 26, 2016

(4) E-APP Talk was held on December 7, 2016

(5) Briefing on DSE Results Release Day

was held on June 27, 2017

F.1 – Life and Society and Life Education panels had covered this part successfully.

F.2 - From the students’ survey forms it

was found that over 90% of the students

found that the program was inspiring and

useful to them. F.3 –From the students’ survey results it

was found that more than 80% of the

students found that the program was

inspiring and useful to them.

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

had a positive feedback and agreed that this

assessment enabled them to have a better

understanding of themselves.

(2) For the career exploration program, students reported that they were able to

have a taste of the job duties of the

professions involved. Over 70% of the

participants were satisfied with it.

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

received and the number of students

attended this year was 27. Participants

found the workshops and experiences very

useful for their future career planning. (2) Oral feedback of the students on the

Careers Expo was that it was useful and

informative.

F.6 : Students’ questionnaires revealed

that they found the talks to be helpful.

The CLP Grant was

deployed to

pay for the

fees of

some of the programs -

life

planning

program for

F. 2 and F.3, and the

DISC

career

assessment

for F.4

58

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

the CLP

Grant

2. To provide individual Career

Counselling

Services

Individual counselling services offered by the Careers Team.

More than 80 students (mainly senior form students) sought individual counselling

services offered by the Careers Mistress, the

Deputy Careers Mistress and members of the

core team.

The CLP Grant was deployed to employ an additional teaching staff so as to relieve the

two Career Mistresses for life planning and

counselling services.

The students appreciated the service and

the Committee.

An additional

teaching

staff was

employed

3. To develop data

analysis services

to enable students

to make informed decisions on

further studies

A Program Search Engine

(linked to university admission

figures) has been developed to

help students to search for eligible university programs

and to support the MOCK

JUPAS program held on the

Careers Day.

This program was used on the DSE Result

Release Day to help in the counselling of

students for JUPAS choices and to support

the MOCK JUPAS program on the Careers Day.

F.6 students and parents reported that this

program was very useful to them.

4. To disseminate

career information

through various

means

To continue to use the Careers

Webpage to disseminate

information on further studies

and career matters. To disseminate career

information through various

means e.g. posters, imails

The Careers Webpage was enriched to

disseminate information on further studies

(including overseas) and also on career

choices. Other means – posters and imails were also

used to disseminate various career

information throughout the whole year.

More students and parents visited the

Careers Webpage and found the webpage

very informative and useful.

Students needed to be encouraged to read imals.

5. To offer Job

shadowing and

work

experience/interns

hip programs to senior form

students.

To offer at least two Job

shadowing and work

experience/internship programs

to senior form students

2 programs were offered :

(1) Computershare Hong Kong

(2) 暑期事業體驗計劃 2017 organized by

Hong Kong Association of Careers Masters and Guidance Masters Limited.

Participating students reported that they

had acquired practical and valuable

experiences from these programs.

6. To encourage and support

professional

development in

Career and Life

Planning

To encourage our careers teachers to attend

courses/seminars/workshops on

Life Planning Education and

Career Guidance.

To support other teachers (especially Form Teachers) to

receive training on life

planning skills and further

studies counselling.

Core team members attended a total of 12 seminars / talks this year.

The F.6 Form Teachers were invited to attend

放榜教師工作坊 2017 by 學友社 on 23

June 2017.

The team had distributed a support package on the writing of testimonials to F.6 Form

Teachers to help them to write

recommendation letters for the graduates.

Team members who attended the workshops found the information useful for

counselling students.

Staff members would be encouraged to

attend workshops and seminars for

professional development. F.6 Form Teachers found the training

workshop and the support packages useful.

59

17. Report of School-based After-school Learning and Support Grant 2016-17

Information on Activities subsidised/complemented by the Grant:

* 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

1. Vietnam Pilgrimage 1 100% 24-27 June, 2017 $4,850 Reflection meeting

2. European Music Festival 2017 (Neerpelt)

2 100% 24 Apr – 2 May, 2017

$15,923 Reflection meeting

3. Arts Class for F2 Students

2 100% Oct, 2016 – May, 2017

$3,200 Questionnaire

4. Tutorial Course (Liberal Studies)

20 90% Whole academic year

$900 Questionnaire

5. Drama Course 150 90% Whole academic year

$10,940.40 Reflection meeting

6. Sports Training Program (WPD Program)


$27,536 Instructors’ records

7. Orchestra Music Instruction Course

3 49 90% Whole academic year


8. Leadership Training (JASERS)

36 100% 28-30 August, 2017 $3,000 Questionnaire

9. Prefects’ Training Course

36 100% 23-24 June, 2017 $15,000 Questionnaire

10. Magis Exposure in Lantau

6 12-13 May, 2017 $2,000 Questionnaire

11. Musical Instrumental Class



60

Total no. of activities: 11

@No. of man-times 7 318 Total Expenses:

$177,049.40

**Total no. of man-times 325

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)

61

18. Financial Summary 2016-2017 (unaudited)

Actual Income Actual Expense Surplus / (Deficit)

Government Funds - OEBG / EOEBG (I) (1) (2) (3) = (1) - (2)

Baseline 1,718,327.38 2,542,357.68

Noise Abatement Grant 281,075.50 281,075.50

Composite Information Technology Grant 390,255.00 390,255.00

Administration Grant (Clerks and Janitors Salary Grant) 3,549,816.00 3,665,859.76

Capacity Enhancement Grant 588,202.00 583,938.66

Others Income 11,369.07

Sub-total (I) 6,539,044.95 7,463,486.60 (924,441.65)

Government Funds - Outside OEBG / EOEBG (II)

Salaries Grant - Teaching Staff (Net Salary) 35,119,718.62 35,119,718.62

Salaries Grant - Teaching Supporting Staff - Lab Technicians 1,240,560.00 1,240,560.00

Daily-Rated Supply Teacher Grant 32,952.50 32,952.50

Teacher Relief Grant - Recurrent 169,514.50 70,048.85

Teacher Relief Grant - Optional 127,205.18 167,146.00

Home School Co-operation Grant 15,267.00 15,267.00

Grant for Fringe Benefits under the Enhanced NET scheme (NTG) 32,886.00 32,886.00

School-based After-school Learning and Support Programmes 30,000.00 30,000.00

Other Recurrent Grant - Rent & Rates 868,970.40 868,970.40

Learning Support Grant 507,825.00 497,984.00

Diversity Learning Grant - Other Programmes (DLG - OP) 84,000.00 51,600.00

Diversity Learning Grant - Applied Learning (DLG - APL) 8,500.00 8,500.00

Senior Secondary Curriculum Support Grant (SSCSG) 680,256.00 726,937.00

Extension ASD Pilot Project 196,668.69 203,411.25

Career & Life Planning Grant 566,880.00 569,039.02

Strengthening School Administration Management Grant 250,000.00 163,201.50

Senior Secondary School Students Mainland Exchange Programme Subvention Scheme 92,400.00 92,400.00

Jockey Club Life Wide Learning Fund 22,523.00 22,523.00

School-Based Support Scheme Grant - New-arrived Children 5,331.00 5,331.00

Pilot Scheme Promoting Interflows between Sisiter Schools in Hong Kong and the Mainland 120,000.00 140,065.00

One-off Grant to SecondarySchool for Promotion of STEM Education 200,000.00 15,000.00

Extra Recurrent Grant under ITE4 66,740.00 72,210.00

Clerical & Janitors - ER's Contribution to PF / MPF Scheme 328,740.00 338,345.99

Laboratoty Technicians - ER's Contribution to PF / MPF Scheme 169,248.00 169,248.00

Teaching Staff - EE's Contribution to PF / MPF Scheme 1,808,835.37 1,808,835.37

Sub-Total (II) 42,745,021.26 42,462,180.50 282,840.76

Total (I) + (II) 49,284,066.21 49,925,667.10 (641,600.89)

Total Deficit of Government Funds for 2016/17 (641,600.89)


Subscription Funds (III) (1) (2) (3) = (1) - (2)

General Funds 4,407,406.78 3,869,865.38 537,541.40

Wah Yan One Family Foundation 4,477,994.39 4,513,429.02 (35,434.63)

Total (III) 8,885,401.17 8,383,294.40 502,106.77

Total Surplus of Subscription Funds for 2016/17 502,106.77


Summary (1) (2) (3) = (1) - (2)

Government Funds - OEBG / EOEBG 6,539,044.95 7,463,486.60 (924,441.65)

Government Funds - Outside OEBG / EOEBG 42,745,021.26 42,462,180.50 282,840.76

Subscription Funds 8,885,401.17 8,383,294.40 502,106.77

Total (III) 58,169,467.38 58,308,961.50 (139,494.12)

Total (Gov't Funds I , II) + (Subscription Funds III) as at the end of August 2017 (139,494.12)

(unaudited)

The IMC of Wah Yan College, Hong Kong

Financial Report 2016/17 (unaudited)

62

19. Donors and Benefactors (in 2016-17 academic year)

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

following donors:

The Wah Yan College Hong Kong Jesuit Education Trust

Berway Technology Ltd Fong Chung Kau Anthony

Chan Magdalena Ho Lai On Leon

Chow Kin Tak Alice Lam Hung Kong

Class of 1959 Lo Hoi Chun

Class of 1967 Martin Lam Charitable Foundation

Class of 1971 Wah Yan One Family Foundation Ltd.

Class of 1984 Wong Lily

Class of 1986 Wu Ying Sheung Gordon

School Development Project / Maintenance Fund

Chan Ka Kin Lo Fong Chung Thomas

Chan Shun Tung Longmas Lo Wing Nin Raphael

Chan Wing Tim Sung Nee

Chen Ka Wai Wong Ping Yee Natalis

Chiu Eugene T Wong Siu Lin

Class of 1971 Yeung Chow Chiu Ping

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

Hui Shi Kuen Peter Yu Mun Kee Roy

Lo Ching Kong Yung Kai Tai

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 Ng Man Sang Alan

Tai Chi Yip Ching Philip

Rotary Club of HK Island East Ltd Tak Shing Investment Co Ltd

Yen Ping Sei

Documents

Annual School Report - Wah Yan College, Hong Kongweb.wahyan.edu.hk/attachments/article/360/School Report...Alternate Teacher Manager (1) Mr. Nelson Dai Mr. Willy Lee Parent Manager