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
Five Level 4or above
Five Level 3or above
Five Level 2or above
Five Level 1or 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
Event Award Awardees
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
Event Award Awardees
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
Wah Yan College, Hong Kong
Liberal Studies Programme 2017-2018
Senior Team Champion
4Y CHAN Wan (陳允)
4H LEUNG Yin Lok (梁彥諾)
5C HO Sin Him (何善謙)
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)
4Y ZHANG Yuk Kiu Jason
(張毓喬)
4H LEUNG Yin Lok (梁彥諾)
4H LAI Sheung Lun (黎尚倫)
4K GO Ka Hang (吳嘉恆)
5C HO Sin Him (何善謙)
5H CHAK Chun Wai (翟進偉)
5H YUEN Hei Shun Adam
(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)
4Y ZHANG Yuk Kiu Jason
(張毓喬)
4H LEUNG Yin Lok (梁彥諾)
4H LAI Sheung Lun (黎尚倫)
4K GO Ka Hang (吳嘉恆)
5C HO Sin Him (何善謙)
5H CHAK Chun Wai (翟進偉)
5H YUEN Hei Shun Adam
(阮浠舜)
最佳律師 4H LEUNG Yin Lok (梁彥諾)
5C HO Sin Him (何善謙)
6H LEE Lap Ki (李納祈)
最佳表現證人 4Y ZHANG Yuk Kiu Jason
(張毓喬)
5C HO Sin Him (何善謙)
6H SHIH Hon Chuen (施漢銓)
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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4Y CHAN Wan (陳允)
5C HO Sin Him (何善謙)
6C CHAN Lincoln (陳朗亨)
6H SHIH Hon Chuen (施漢銓)
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
4C TSUI Koon Wai (徐冠維)
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)
4C TSUI Koon Wai (徐冠維)
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)
3K LEUNG Chi Kwan (梁智鈞)
The Asia International Mathematical Olympaid Open Contest Semi-Final
Second Runner-up in Secondary Two
3K LEUNG Chi Kwan (梁智鈞)
「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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3K LEUNG Chi Kwan (梁智鈞)
The Education Bureau - Mathematics Project Competition
Outstanding Performance Team
3K LEE Kai Tin (李啟天)
3K LEUNG Chi Kwan (梁智鈞)
(IV) Music
Event Award Awardees
Hong Kong Youth Music Interflows
String Orchestra Contest (Secondary School Class A)
Gold Award
(1st Place)
Wah Yan College, Hong Kong
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
Wah Yan College, Hong Kong
String Orchestra – Secondary School
Gold Award
(Champion)
Wah Yan College, Hong Kong
School Choir – Secondary School – Advanced
Gold Award
(2nd Place)
Wah Yan College, Hong Kong
Chinese Orchestra - Secondary School
Gold Award Wah Yan College, Hong Kong
Symphony Orchestra – Secondary School
Gold Award Wah Yan College, Hong Kong
20
(V) Sports
Event Award Awardees
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
21
(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
22
(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)
Champion Wah Yan College, Hong Kong
Boys B Grade (Group)
Champion Wah Yan College, Hong Kong
Boys C Grade (Group)
Champion Wah Yan College, Hong Kong
Joint School District Orienteering Championships 2017/18 (Final)
Boys Overall (Group)
Champion Wah Yan College, Hong Kong
Boys A Grade (Group)
3rd Place Wah Yan College, Hong Kong
Boys B Grade (Group)
Champion Wah Yan College, Hong Kong
Boys C Grade (Group)
2nd Place Wah Yan College, Hong Kong
(VI) Art
Event Award Awardees
「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
6H LEE Lap Ki (李納祈)
Excellent Award 4Y HUNG Chun (洪臻)
23
"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
Event Award Awardees
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)
24
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
Event Award Awardees
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)
4C CHUI Kai Shun (徐啟汛)
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
4W YIU Hei Chun Linus
(姚禧駿)
4C CHUI Kai Shun (徐啟汛)
2016-2017 年度紅十字青少年頒奬禮
2016-2017 年度
青年榮譽章
6H WU Man Hui Sammel
(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)
4W YIU Hei Chun Linus
(姚禧駿)
2016-2017 年度
傑出紅十字青年
會員 – 優異獎
6H WU Man Hui Sammel
(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
4W YIU Hei Chun Linus
(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)
4W YIU Hei Chun Linus
(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)
4C CHUI Kai Shun (徐啟汛)
2nd Place 5Y CHAN Pak Hei Anson
(陳柏憙)
4W YIU Hei Chun Linus
(姚禧駿)
(IX) SA and ECA Clubs
Event Award Awardees
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
Event Award Awardees
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)
5H YUEN Hei Shun Adam
(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
Event Award Awardees
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
Strategies Achievements/ Tasks accomplished Evaluation & Reflection
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
Strategies Achievements/ Tasks accomplished Evaluation & Reflection
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.
1.3.2 To help students
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
Strategies Achievements/ Tasks accomplished Evaluation & Reflection
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
Strategies Achievements/ Tasks accomplished Evaluation & Reflection
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
Strategies Achievements/ Tasks accomplished Evaluation & Reflection
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
Strategies Achievements/ Tasks accomplished Evaluation & Reflection
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.
2.2.6 To help students
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
Strategies Achievements/ Tasks accomplished Evaluation & Reflection
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
Strategies Achievements/ Tasks accomplished Evaluation & Reflection
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
Strategies Achievements/ Tasks accomplished Evaluation & Reflection
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
$4,500 Instructors’
records
7. JASERS Camp 1 100% August,
2018
$800 Questionnaire
8. Musical Instrumental Class
1 1 4 90% Sep 2017 –
Jun 2018
$9,600 Instructors’
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