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School Report 2016 – 2017
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Contents
Chapter 1: Our School
1.1 Our Vision
1.2 Introduction to Our School
Chapter 2: Achievements and Reflection on Major Concerns
Major Concern 1: Develop diversified teaching strategies and cater for learners’
diversity, with high expectations of students
Major Concern 2: Help students to form their character with Jesuit values and
fighting spirit
Major Concern 3: Build a learning community, with focus on staff formation and
self-evaluation
Chapter 3: Our Teaching and Learning
Chapter 4: Our Support for Students’ Development
Chapter 5: Student Performance
5.1 Performance in the Hong Kong Diploma of Secondary Education Examination
2015
5.2 Performance in Music
5.3 Performance in Sports
5.4 Performance in Other Areas
Chapter 6: Feedback and Follow-up
Chapter 7: Financial Summary
Chapter 8: Appendices
Appendix 1: Report of Career and Life Planning Grant
Appendix 2: Report of Capacity Enhancement Grant
Appendix 3: Report of Senior Secondary Curriculum Support Grant
Appendix 4: Report of Learning Support Grant
Appendix 5: Report of School-based After-school Learning and Support Grant
Appendix 6: Report of the Enhancement of WiFi Infrastructure
Appendix 7: Report of the Use of Strengthening School Administration Management
Grant
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Chapter 1: Our School
1.1 Our Vision
We offer a holistic, liberating and transforming Catholic education within a learning community
for students and staff to become progressively competent, committed, compassionate, spiritual,
and ethically discerning persons with a universal heart contributing to the welfare and happiness
of all, in particular the poor and the neglected.
1.2 Introduction to Our School
1.2.1 Introduction
Wah Yan College, Kowloon, is a government-aided boys’ grammar secondary school operating 30
classes from Secondary 1 to Secondary 6, enrolling a total of 987 students. We implement Small Class
Teaching, and 5 classes at each level are split into 6 classes, namely W, Y, C, K, S and J. We do not
have a primary school of our own or a “feeder” primary school.
Our School was founded by Mr. Peter Tsui Yan Sau in 1924 and is now sponsored by the Society of
Jesus in Hong Kong. In 1952, the school moved from Nelson Street to the present site, which has an
area of about 42,000 square metres.
Our Incorporated Management Committee (IMC) consists of eight members representing the Society
of Jesus (five of whom are Jesuits and one is an alternate manager), the Principal, a Teacher Manager
and an alternate Teacher Manager, a Parent Manager and an alternate Parent Manager, an Alumni
Manager and an Independent Manager. The School Advisory Committee gives policy
recommendations to the IMC, and the School Executive Committee makes and carries out decisions
regarding the implementation of day-to-day administration. There is a Staff Meeting without the
attendance of the Principal from which Teachers’ views can be reflected to the Administration via the
Meeting’s Chairman.
In teaching and learning, we have small class arrangements aiming to restrict the class size to not more
than 30 in junior forms and to not more than 32 in senior forms. In specific main subjects at junior
secondary level, the class size ranges from 16 to 24 to cater for learner diversity. Senior secondary
students take at least 3 electives from Secondary 4 onwards, and are allowed to reduce the number to
2 after Term 2 in Secondary 4 if necessary. A standard-referencing framework is adopted in internal
assessment reporting in senior forms, with levels and level descriptors. Values-focused Formation
classes for Catholic and non-Catholic students run through all levels.
In the area of school ethos and support for students, the Student Affairs Committee oversees student
development in non-academic areas and coordinates the work of the Guidance Committee, Discipline
Committee, Educational Psychologist, Clinical Psychologist and School Social Worker. The Careers
and Life Planning Committee supports students and parents in their transition from junior to senior
secondary, in facing the post-HKDSE pathways and in career guidance. The Students’ Association,
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founded in 1966, oversees extra-curricular activities in numerous student clubs, and together with the
Music Association, Catholic Association (the latter under the guidance of the Pastoral Committee) and
the Houses, they offer a rich array of opportunities for students to grow in leadership, service, art,
sports, religious faith and other non-academic areas. The Parents’ Association, in which teachers are
not members and have no voting rights, actively promotes reading activities and home-school
cooperation. Last but not least, with an alumni network that covers many cities in the world, the Past
Students’ Association actively supports current students through face-to-face mentorship, workplace
attachment programmes and financial sponsorship for student activities.
Sharing a common educational vision, our school is part of the Jesuit school system at three levels: the
Chinese Province including Hong Kong, Macau and Taiwan, the Asia-Pacific region and Jesuit schools
worldwide. From time to time, our school conducts or coordinates student exchange and staff
development programmes with schools at one or more of these system levels.
1.2.2 Our Students
i) Number of Operating Classes and Students
Level
2015-16 2016-17
No. of Classes Total
Enrollment No. of Classes
Total
Enrollment
Secondary 1 6 160 6 160
Secondary 2 6 165 6 160
Secondary 3 6 169 6 165
Secondary 4 6 175 6 170
Secondary 5 6 172 6 172
Secondary 6 6 169 6 160
Total 36* 1010 36* 987
*The class organization approved by the Education Bureau is 30, but the school implements Small
Class Teaching and 5 classes in each form are split into 6 classes to raise the quality of teaching and
learning.
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ii) Pathways of Graduates
1.2.3 Our Teachers
i) Teachers’ Qualifications
a) Highest Academic Qualification Attained
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2014-2015 2015-2016 2016-2017
Pe
rce
nta
gePathways of Graduates
Further Studies
Others
0%
10%
20%
30%
40%
50%
60%
70%
2014-2015 2015-2016 2016-2017
Pe
rce
nta
ge
Highest Academic Qualification Attained
Tertiary Non-degree
Bachelor's Degree
Master's Degree or above
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b) Professional Training
c) Subject-trained Teachers
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2014-2015 2015-2016 2016-2017
Pe
rce
nta
geProfessional Training
Professionally Trained
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2014-2015 2015-2016 2016-2017
Pe
rce
nta
ge
Subject-trained Teachers
Chinese
English
Mathematics
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d) English and Putonghua Teachers Meeting Language Proficiency Requirement
ii) Teachers’ Experience
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2013-2014 2014-2015 2015-2016
Pe
rce
nta
geEnglish and Putonghua Teachers meeting LPR
English Teachers meeting LPR
Putonghua Teachers meeting LPR
0%
10%
20%
30%
40%
50%
60%
70%
80%
0-2 years 3-5 years 6-10 years over 10 years
Pe
rce
nta
ge
Teachers’ Experience
2014-2015
2015-2016
2016-2017
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1.2.4 Our Curriculum
i) Curriculum Structure
Subjects
Offered S1 S2 S3 S4 S5 S6
Chinese Language
Putonghua
English Language
Literature in English
Liberal Studies
Mathematics / Mathematics (Core) (DSE)
Mathematics (Extended) (DSE)
Business, Accounting and Financial Studies (DSE)
Biology / Biology (DSE)
Chemistry / Chemistry (DSE)
Chinese History / Chinese History (DSE)
Computer Literacy
Economics (DSE)
Geography / Geography (DSE)
History / History (DSE)
Information and Communication Technology (DSE)
Physics / Physics (DSE)
Integrated Science
Ethics and Religious Education
Ethics and Religious Studies (DSE)
Music / Music (DSE)
Visual Arts / Visual Arts (DSE)
Library and Learning
Physical Education
Other Learning Experiences
Formation
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ii) Percentage of lesson hours of each Key Learning Area:
Key Learning Area
Junior
Forms
Senior
Forms
Percentage (%)
Chinese Language 18.3 16.0
English Language 20.8 16.0
Mathematics 14.2 14.3
Liberal Studies -- 11.8
PSHE 20.0
30.0 Science 11.7
Technology 1.7
Arts 8.3
PE 5.0 5.0
Others -- 6.9
100.0 100.0
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Chapter 2: Achievements and Reflection on Major Concerns
Major Concern 1: Develop diversified teaching strategies and cater for learners’ diversity,
with high expectations of students
Achievements
Teachers can make better use of Small Class Teaching to make learning interactive and collaborative
with the support of Wah Yan One Family Foundation. Small class teaching was facilitated with such
support by splitting 5 classes in one level into 6 for a number of years. Further support was also offered
for language learning as smaller groups were also arranged for students who could benefit from
learning in these groups. The findings of the 2016 ESDA survey also confirmed that students were
engaged in active inquiry and different levels of questions were asked by teachers in lessons as the
agree figures for both teachers’ and students’ were higher than 60%.
The mechanism of splitting 5 classes into 6 was further refined by adopting the recommendations made
by a team of HKU professors. The class allocation mechanism was refined to ensure that every class
would be made up of students of different background. To address the special learning needs of some
students, the practice of allocating students to smaller groups for language learning enhancement was
maintained. Greater teacher-student interactions and better personal care could be promoted in such
small groups, which could further enhance the effectiveness of the learning of the two languages. At
the same time, refining our class allocation mechanism in the junior secondary to create classes made
up of students with different academic abilities could also enable the students to learn from each other.
Efforts were made in the recent development cycle to enhance students’ learning motivation to learn
by encouraging the subject panels to introduce extended parts in the planning of teaching and learning
and to extend the breadth in a particular subject area. As stated in the scheme of work, the extended
areas would be covered when the core parts were covered and the students had also mastered the skills
and knowledge covered in the core parts. The introduction of the core parts in the curriculum helped
convey the school’s expectations on the students not to confine their learning to just the core parts only.
They should also attempt to acquire more knowledge after building up a solid foundation.
Other than designing the extended parts themselves, some subject panels also designed extended
learning experiences with other parties. For example, in this development cycle, the Science KLA put
in more effort in promoting STEM education. STEM education was promoted by the Science KLA
through encouraging some students to participate in competitions which aimed at promoting STEM
education. However, as participation in external competitions took considerable time and resources
and the number of students involved would also be small, the Science KLA also worked with an
external professional body, Hong Kong Association for Science and Mathematics Education, to
develop a STEM teaching and learning package relating to some concepts in Chemistry. Although the
main learning activities were conducted in the S3 Chemistry lessons in January, teachers of different
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disciplines like Biology, Chemistry and Physics, etc., were also involved. They held meetings with the
professionals from the Association to bring up ideas for the arrangement of the STEM activities which
aimed at deepening the students’ understanding of mixtures and compounds through addressing the
problem of lead contaminated water. Through participating in and organizing STEM activities, teachers
of related subjects gained precious experience in coordinating STEM activities in their respective
subjects, which would help them to design similar learning activities in future to help extend the
students’ learning beyond the curriculum.
In the recent development cycle, uniform tests were arranged in the second term for S1 to S5. For S6,
after-school revision tests were also arranged and these revision tests would make up a certain
percentage of their continuous assessment grades. Through assessing the students’ performance in the
uniform tests and after-school revision tests, the teachers would be able to identify the diversified
learning needs of their students and they could devise proper teaching and learning strategies to address
the need of the students.
The diversified learning needs of our students were also addressed by offering numerous subject
combinations in the Senior Secondary. In the present development cycle, the S4 Subject Selection
Mechanism was modified to give more consideration to the students’ performance in particular subjects,
more than 40 subject combinations were still offered for the students to meet their diverse learning
needs. Many of these combinations were made up of science and humanities, fulfilling the EDB and
school vision of broadening the students’ horizons academically on the one hand as well as catering
for the diverse interests of our students on the other.
To promote better personal care for different students, Class Teachers were accorded a greater role in
helping the students to improve their learning. In this development cycle, Morning Formation and
Examen sessions were introduced to allow the Class Teachers to have more contact with their classes,
enabling the Class Teachers to know their students better and could, therefore, offer better guidance
for their students so that they may improve their study method. Class Teachers were also given
background information about their students to facilitate them to design proper strategies to address
the needs of their classes.
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Reflection
To enhance the effectiveness of small class teaching, teachers should better engage students in the
learning process so that the students can conduct active enquiry to acquire the necessary skills and
construct knowledge. Teachers should be encouraged to attend professional development activities to
enable them to make better use of Small Class Teaching to make learning interactive and collaborative.
They should acquire the skills to inspire our students to become self-directed learners who would
assume initiative in diagnosing their learning needs, formulating learning goals, identify human and
material resources for learning, choosing and implement appropriate learning strategies, and
evaluating learning outcomes continue to be pursued with or without the assistance of others, etc.
The curriculum review in recent years emphasized the importance of extending students’ learning
beyond the classroom. The figures of the ESDA survey in this development cycle indicated that the
school could definitely improve in this area as the “agree” and “strongly agree” figures for the
arrangement of outside classroom learning activities never exceeded 40% in the current cycle. Subject
panels should be encouraged to develop outside classroom learning experiences and activities to help
the students connect their learning with real life situations. Another strategy which can be adopted to
promote outside classroom learning activities is to encourage e-learning through the development of
different online learning packages to extend students’ learning beyond the classroom, particularly for
some subject panels which have to cover a wider curriculum proposed in the EDB curriculum review.
The class allocation mechanism was refined in the junior secondary in this development cycle in
accordance with the recommendations of the research team led by the HKU professor, Dr. Gary Harfitt.
The purpose of the refinement of the allocation system was to reduce the possible labeling effect of
the previous mechanism and to foster brotherhood among the students, despite the fact that the students
of each class are made up of students with diverse background and abilities. As the purpose of the new
mechanism was to strengthen the brotherhood among the students so that they would help one another
in their learning, it would be proper for us to evaluate effectiveness of the new class allocation
mechanism in fostering collaboration among students in their learning. We should take into
consideration these findings in order to assess the need of devising new strategies to help promote
brotherhood among students and enhance learning motivation.
The incorporation of extended parts in the schemes of work of different panels was adopted as a
strategy to enhance the students’ learning motivation through covering some challenging topics after
the core parts were completed and mastered. However, it was observed that more effort has to be put
in to encourage all subject panels to include extended parts in their curriculum planning. Other than
ensuring that all subject panels have included extended parts in their schemes of work, the Academic
Committee should also work with different panels to assess if the incorporation of extended parts in
the teaching can enhance the learning motivation of our students.
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As noted previously, extended learning experiences could also be designed together with other parties.
The initiative made by the Science KLA to promote STEM education together with the Hong Kong
Association for Science and Mathematics Education was one of such examples. Working with external
bodies could enable our teaching staff to acquire precious experience in conducting STEM education.
The experiences acquired through collaborating with external bodies should be better utilized by
extending the knowledge and skills to other subject panels and KLAs.
Assessment data obtained through internal and external examinations should be properly analysed to
provide different subject panels with feedback for adjusting their curriculum and teaching strategies.
When adjusting their curriculum design and teaching strategies, different panels should create
sufficient room for the drilling of examination skills to enable our students to excel in the public
examination. Whenever possible, the requirements of the public examination should be shared among
the teaching staff of different levels within the subject panels so that interface between the junior and
senior secondary can be properly enhanced.
In the junior secondary, our school also responds to the need of society by taking heed of the comments
in the previous external school review to introduce Computer Literacy, an element of technology
education, in the junior secondary. Together with Library and Learning, junior secondary students are
now offered training in the use of Microsoft office software, Chinese input method and coding. In the
Academic Year 2017-2018, Computer Literacy will be offered to all students in the junior secondary,
providing our students with learning experiences in technology education and enabling them to make
informed decisions when choosing electives for the Senior Secondary.
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Major Concern 2: Help students to form their character with Jesuit values and fighting
spirit
Achievements
In this academic year, the school stressed character formation and adopted a whole-school approach
in the area. The school adopted a Jesuit thematic approach in arranging the 17 assemblies in which
different themes of Jesuit values such as “Be a Respectful Young Adult”, “Love and Respect your
Neighbor”, “To Love and Serve” and “Pray, Fast, Give” were conveyed. Different committees were
in charge of different themes. Feedback from staff and students was good and positive and better
organized. For the curriculum, various subject panels had started incorporating suitable Jesuit
Education values into the curriculum. For the roles of class teachers, there was more involvement of
class teachers in discipline and guidance cases and there was a decrease in the number of cases
reported by teachers. This is due to the quick action and follow-up by the class teachers at an early
stage. The class teachers helped students to establish and strengthen the Jesuit values and fighting
spirit through the Morning Formation and Examen every day. Through Examen, the students could
appreciate the benefits such as Reduced Stress, More Attention, Self-Understanding, Self-
Compassion, Better Emotion Management, Interpersonal Relationship and Increased Learning
Effectiveness. This year some students could lead the reflection themselves during Examen in some
classes.
To strengthen the role of prefects, there was a 2-day prefect training camp held in September that
focused on the formation and team building of the Prefects' Board. The Prefects' Board also co-
organized a leadership training programme named, “Prefection” with Good Hope School, Tak Oi
Secondary School and St. Joseph’s College which aimed at leadership training and experience
exchange during the Chinese New Year Holiday.
To help students to develop the attitude of striving for excellence and fighting spirit, the House
System (Ricci, Loyola, Xavier and Faber) continued to enhance the leadership training of the students.
A sense of brotherhood and the spirit of Magis was seen during the Sports Days and Aquatic Meets
in which a good atmosphere was created by the cheering and dedication of the house exco members.
Students found it more meaningful and exciting to attend the Sports Days and the Aquatic Meets. To
further enhance the spirit of the houses, there was Inter-House Drama Competition and Inter-House
Quiz Challenge organized in the post examination activities in June.
In order to enhance students’ confidence and self-image, the school organized different activities and
programmes throughout the year. The students’ attitude greatly improved and the students were
more serious and self-disciplined after participating in these activities. The sense of belonging and
the fighting spirit were enhanced as well.
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For sports, there were good results in both inter-class and inter-house competitions. Many students
also joined many different kinds of sports activities organized by the school and external
organizations.
The boys performed very well in Inter-School Sports Competitions this year:
Athletics - Division 1 (A Grade: 3rd; B Grade: 8th; C Grade: 8th; Overall: 4th)
Swimming - Division 1 (A Grade: 4th; B Grade: 4th; C Grade: 6th; Overall: 4th)
Tennis - Division 1 (Overall: 4th)
Champion in 2016/17 Hong Kong School Ice Hockey League (Division A)
Inter-School Volley Ball Competition (Division 2) - Boys C Grade Champion and Overall 1st
Runner-up
The School won the Most Progressive School of BOCHK Bauhinia Bowl Award 2016-2017
6J Suen Wai Cheong got the Grantham Outstanding Student Athlete Awards (Swimming) 2016-
2017.
For music, the boys won 2 (Solo) and 2 (Group) First Place; 3 (Solo) and 3 (Group) Second Place
and 3 (Solo) and 5 (Group) Third Place in the 69th Hong Kong Schools Music Festival. There were
two music tours this year. Their achievements are:
Wah Yan College Junior Boys’ Choir (WYK + WYHK)
2nd International Youth Choir Festival, Bratislava
- H2 Category: Musica Sacra with Piano Accompaniment – 95.75 scores
- B1 Category: Boys Choir (Age 16 or under) SA Voices – 94.6 scores
- Overall Best Choir Performance Award
- Special Prize for Excellent Piano Accompaniment (2C Li Kai Yuen, Vitas)
Wah Yan College Kowloon Boys’ Choir
10th Orientales Concetus Choir Competition, Singapore
- Champion in Equal Voice Choir (Age 25 or under)
- Champion in Chamber Choir (24 singers or below)
- 2nd Place in Sacred Music Category
Wah Yan College Junior Boys’ Choir (WYK + WYHK)
2017 Hong Kong Youth and Children’s International Choir Festival
- 2nd Place in Children’s Choir (Age 16 or under) SA Voices
Wah Yan College Kowloon and Belilios Public School Intermediate Mixed Choir
Lead-choir of the National Anthem in the HKFYG Ten-Thousand People Beatboxing Challenge
for the Guinness Record Hong Kong Coliseum
Wah Yan College Kowloon Brass Ensemble
Grandmaster Trophy Competition
- Champion in S9 Open Class – Brass Ensemble
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Wah Yan College Kowloon String Orchestra and String Ensemble
- Public Performance at the Government House Open Day
Wah Yan College Kowloon Secondary 4 DSE Music Students
EDB – Hong Kong Schools Creative Music Showcase
- Silver Award in Best Performance
Wah Yan College Kowloon Symphony Orchestra
LCSD – Hong Kong Youth Music Interflow
- Gold Award – Symphony Orchestra (Work composed before 1810)
For Science, the boys won
Hong Kong Student Science Project Competition 2016
Scientific investigation group: Champion
- Antiradical Activity, Phenolic Compounds and UV Absorbance of Fruits
6W Lau Chak Kai
6W Tang Tze Tung
Hong Kong Student Science Project Competition 2016
Invention group: 1st Runner-up
- Pocket air-conditioner
5J Chan Hays
5W Leung Dik Hin
5J Leung Hoi Ching
2016 善德關愛科研青年發展計劃 「我是發明家年度大獎」
中學組銀獎
- 智能聽障手帶
5W 梁迪軒同學
Hong Kong Student Science Project Competition 2017
Invention group: 2nd Runner-up
- UVC Hand Towel Sterilizer
3W Huang Qi Zong
3W Ku Ho Ming
3W Lau Ship Hoi
3W Lau Wai Yin
3W Lo Chun Fai
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HKU Academy for the Talented-Academic Scholarship 2017
5W Chan Yu Hin
To help our students to develop self-discipline, respect and responsibility in a caring atmosphere, the
school continued the Morning Formation and Examen this year building up the character formation
and cultivating the class atmosphere. The students learnt to observe silence and form the habit of
reflection and learn through reflection. The Examen Handbook and Guiding the Examen
Instructions were given to all the teachers at the start of the academic year. The Discipline
Committee had been on-duty for both Morning Formation and Examen period in the school campus
to help students be punctual and have greater sense of responsibility. The students were more
punctual and responsible. The number of disciplinary cases decreased as class teachers had a good
influence on and significant role in helping students develop positive behavior.
Life planning programmes were effectively delivered to help students to make self-assessment of
their achievements, qualities and abilities, to formulate academic and career goals and to make wise
subject choices with reference to their aspirations and limitations.
Senior form students could further identify their aptitude and career aspiration through the assessment
tools such as the “Basic Interest Marker” and the “Career Interest Inventory”. Individual
counselling was offered to students with specific needs. Workshops on further studies planning,
mock JUPAS exercise, interview preparation sessions and compiling Student Learning Profiles were
conducted to prepare the students for post-secondary admissions. Exploration through university
visits and work experience programmes helped students to expand their horizons in their career
development.
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Reflection
The school should continue to adopt the thematic approach in arranging the Hall assembly. The
coordination and collaboration with other parties like the Values Education Committee and Guidance
Committee in providing a whole-school approach to character formation had been carried out
successfully. Besides the Morning Formation and Examen, subject panels should further integrate
Jesuit Education values into the curriculum.
The school should provide more different platforms and opportunities for students to strive for
excellence and fighting spirit through different experiences locally and globally. The House
Committee would continue to work on developing the house system and coordinating with other
student organizations like the Students' Association so that different organizations would have a clear
role in helping the development of our students. Leadership training and guidance from teacher
advisors are essential and should be further enhanced. Service was essential in our training and we
should stress the school’s expectation of our students to be leaders-in-service.
More workshops and staff development programmes should be organized for colleagues, so they can
understand the rationale and learn about the school’s various programmes. Continued support and
backup should be given to both colleagues and students.
The awareness of life planning was increased among the junior and senior form students. Advice
on further studies was also enhanced through employing suitable assessment tools and individual
counselling work. The role of class teachers was further strengthened and certain elements of life
planning education was introduced through the class teacher periods.
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Major Concern 3: Build a learning community, with focus on staff formation and self-
evaluation
Achievements
The school identified the importance of parent education as parents are an essential part of our
learning community. For Secondary 1 parents, besides an orientation event in late August before the
school reopened, there were two half-day programmes, one in mid-September to help the parents
become familiar with Jesuit education at the very beginning and the other one in late April. There
was a similar event for Secondary 2 parents in late April.
Alumni are also a part of our learning community. The Past Students' Association was urged to set
up a fraternity on education.
Sharing a common educational vision, the School is part of the Jesuit school system at three levels:
the China Province including Hong Kong, Macau and Taiwan, the Asia-Pacific region, and Jesuit
schools worldwide. From time to time, our school conducts or coordinates student exchange and staff
development programmes with schools at one or more of these system levels.
In order to inspire teachers about the importance of quality assurance and sustainable development,
and to collaborate in preparing the School Development Plan at the end of the school development
cycle to inform forward planning, a seminar on Quality Assurance & the School Development Plan
given by Dr. Cheung Wing Ming, Francis (Former Secretary General of HKEAA) was held at The
Kowloon Cricket Club on the staff development day.
Our school always believes that school culture plays an important part in the growth and development
of our young gentlemen. A seminar on Building Supportive and Caring Schools given by Ms. Wong
Mei Kee Maggie (Assistant Principal, Council member of Hong Kong Class Pastoral Association)
was held on a staff development day.
In terms of promoting IPP to our teachers, a separate set of training activities, which consisted of five
sharing sessions on features of Jesuit education and two workshops on IPP, was conducted
exclusively for newly recruited teachers. In addition, a Teacher Mentor Scheme was also
implemented, in which experienced teachers would introduce newcomers to the environment and
values of our school.
In our cooperation with Wah Yan College, Hong Kong on co-organizing the Reunion Day, Fr. Tong
was invited to give a talk on Companionship. The programme enhanced professional sharing session
on Jesuit education among both Wah Yans’ teachers.
For the training for managerial staff members, a visit focused on how a corporation does self-
evaluation and initiates renewal to face challenges of the times was held in Cathay City. A post-
learning reflection and sharing session on the Cathay City learning experience was arranged in order
to consolidate participants’ learning.
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Reflection
The programmes for Secondary 1 and Secondary 2 parents were well received by the parents. More
parent education activities can help parents understand Jesuit education.
More diversified parent education activities could be organized to help parents enhance the
knowledge and skills required for educating their sons. The topics were: Parenting reinforced –
balance parents’ expectations; how to help their children to manage stress; reading to learn; and
character formation.
The Past Students’ Association discussed the matter on setting up an education fraternity and agreed
to proceed in the coming year.
Young alumni have to take into account of changes in societal expectations and education policies,
the school mission and vision as well as students’ backgrounds and attributes.
The school could bring in more universities expertise to enhance the teachers’ professional
development.
Exchange programmes and visits could broaden our students’ global views and Jesuit values. Such
programmes could be set as regular annual events if possible.
From evaluation questionnaires and verbal sharing of teachers, we have received positive feedback
for all staff development programmes. This indicates that the direction of our work is recognized.
Firstly, teachers appreciated the arrangement of an outing to The Kowloon Cricket Club with a talk,
and sport and recreation activities. A full day outing with a similar rundown will be considered next
year. Secondly, teachers were satisfied with the staff development programme on Building Supportive
and Caring Schools. From the evaluation questionnaires, 80% of teachers agreed or strongly agreed
that the programme was useful and the knowledge gained could be applied to their teaching and daily
work. Thirdly, teachers were satisfied with the middle managers formation programme held at Cathay
City. Participants are able to understand how a corporation does self-evaluation and initiates renewal
to face challenges of the times. A post-learning reflection and sharing session on the Cathay City
learning experience was arranged in order to consolidate participants’ learning. Finally, inspired by
the successful experience in the IPP sharing sessions for new teachers, similar sessions can be held
for more experienced staff members. Experienced teachers who would like to revisit IPP are free to
join the sessions.
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Chapter 3: Our Teaching and Learning
Our school is a Jesuit school that is dedicated to the mission of nurturing our students to become
competent, conscientious, compassionate and committed young gentlemen in a caring learning
community. To fulfill our mission, our school has always worked hard to offer a balanced curriculum
which can respond to the needs of our society to our students. Our school offers more than 40
elective combinations for our senior secondary students to cater for the diverse learning needs and
interests of our students. To prepare them for the study of these electives, our school has offered a
balanced curriculum which covers science, humanities, arts, etc., in the junior secondary. In the senior
secondary, the school would also offer support for some specific students by presenting them as
school candidates for some electives which we have not offered like Physical Education.
To promote better care for the academic development of our students, the school has been able to
adopt small class arrangements with the support from Wah Yan One Family Foundation. The
generous support of the Foundation enables us to limit the class size to at most 30 in junior forms
and not more than 32 in senior forms. However, we still refined our class allocation system in the
junior secondary as it was found in a study conducted by the HKU that labeling effect was found in
our allocation mechanism. Following the suggestion of the HKU professors, our refined class
allocation mechanism was adopted in this development cycle to reduce the labelling effects as every
class would be made up of students from diverse backgrounds. Class Teachers were also given a
bigger role in nurturing their students. Their work was supported by the introduction of class teacher
periods which allowed class teachers to have more interaction with their students.
The adoption of a class allocation mechanism which aims at reducing the labeling effect is not the
only measure adopted by the school to fulfill the Jesuit vision of nurturing our students to become
young gentlemen who are conscientious, capable, compassionate and committed. We also adopt the
Ignatian Pedagogical Paradigm in our everyday teaching like other Jesuit schools around the world
which asks our teachers to construct learning experiences after considering the learning contexts. The
learners would then be guided to reflect upon their learning experience, which serves as an inspiration
of actions. Teachers can also evaluate the learning outcomes through different modes of assessments.
The school, like other Jesuit schools, also aims at helping our students to live out the spirit of Magis
through striving for excellence, particularly academic excellence, which is a component of human
excellence. To attain the goal, the school decided in this development cycle to increase the weighting
of the uniform test in the second term to serve as a kind of extrinsic motivator and help our students
to evaluate their learning. In the new development cycle, students’ performance in various assessment
tasks of the whole academic year will be taken into consideration in assessing their achievement in
the whole year. In the new development cycle, the school will help our students to acquire self-
directed learning skills which is also in line with the vision of the Ignatian Pedagogical Paradigm.
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Other than motivating our students extrinsically, different panels also tried to motivate our students
intrinsically. The Science KLA encouraged the students to take part in some external competitions to
enable them to broaden their horizons. It was also found that students taking part in these external
competitions would also develop better understanding about their own academic potential and start
to formulate their goals for future studies. In the new development cycle, the Science KLA would
continue to promote STEM education and they would also share their experiences with the other
KLAs so that the other KLAs can plan their experiential learning with reference to the experiences
of the Science KLA.
As the school upholds the Jesuit vision to offer the best personal care for our students, different
subject panels attempt to address the special learning needs of different students through fostering
interaction among teachers and students during teaching. Some subject panels like the Mathematics
Panel would take into consideration the learning needs of different students and guided them to focus
their energy upon the relevant topics and exercises. After-school tutorial sessions were specially
arranged for the junior secondary students who need extra support in the learning of Mathematics.
The Chinese Panel took the initiative to compile different learning booklets to cater for the language
learning needs of our students. The efforts of these panels to offer better personal care for the students
requiring additional support could help motivate our students to do better in their studies.
The school also works tirelessly towards the goal of building the school into a learning community,
which would eventually bring about improvements in our teaching and learning. Staff development
activities were organized throughout the year to enable teachers to acquire the necessary skills they
need to deal with everyday teaching and work pressure. The language panels have worked with
different schools to arrange joint school practices and examinations to provide our students with
opportunities to learn from students of other schools and deepen our colleagues’ understanding of the
requirements in the public examinations. The Chinese Language Panel also joined the EDB School-
based Support Services Programme to review their curriculum and foster the spirit of collaborative
professional sharing within the panel. Teachers of Science KLA also participated in some
professional bodies to acquire and share professional knowledge. Teachers of History Panel also
participated in district-focused meetings to learn about the latest developments in the History
curriculum.
The school also attaches great importance to values education as the formulation of positive values
among the students is also an important element of human excellence. When preparing the schemes
of work at the beginning of every academic year, teachers would be asked to think about how they
can help our students develop positive values and attitude and indicate them in the schemes of work.
The Values Education Committee, which was formed in this development cycle, has been working
on the development of materials for a number of years and the materials which they have developed
were used by the class teachers in the Formation period to help our students to develop positive values.
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Chapter 4: Our Support for Students’ Development
The Student Affairs Committee develops students in non-academic areas and coordinates the work
of the Discipline Committee, Guidance Committee, Values Education Committee, Clinical
Psychologist, Educational Psychologist, School Social Worker and class teachers. It does much to
look after the general and psychological well-being of students. It also emphasizes respect for others,
forgiveness and personal care. Every case of unsatisfactory behaviour is carefully studied and
analyzed, with an aim to help the offender reform and see the necessity of having a strong sense of
responsibility for the general good. To facilitate this work, the Student Affairs Committee solicits
the collaboration of parents. By doing so, the committee has won the trust of the parents and respect
of students.
Morning Formation and Examen are adopted in support for student development through the
coordination in planning and implementation. The school has strategically fostered a loving and
caring campus. The students learn to establish positive values and attitude through Examen,
leadership training programmes, “Men for and with Others” Programme, Magis Tutorial Service,
Social Service Scheme, house activities and various extra-curricular activities.
According to the stakeholder’s questionnaire survey, the mean scores of teachers’ views on support
for student development have shown a slight decrease from 4.12 (2014/15 academic year), 3.93
(2015/16 academic year) to 3.83 (2016/17 academic year) and which is still satisfactory. But trend
has been shown in the mean scores of students’ views on support for student development from 3.77
(2014/15 academic year), 3.63 (2015/16 academic year) to 3.77 (2016/17 academic year) which
showed a small increase in the survey. The school provides an excellent environment to guide the
students in reflection and reinforcing their self-confidence and self-esteem.
Every year, the Social Service Scheme encourages students to take part in a 10-hour Service
Programme. The Social Service Scheme provides opportunities for students to meet people from all
walks of life and to understand their needs. The learning of the students was shown in the reflection
that was written on the social service booklets. In the reflection, most students treasured the
experience with the sick and the poor. They were touched by their sincerity and learned to be more
grateful for what they had at the moment. This year, 90% of the students have participated in at least
two service programmes and 15% (122 students) of the students fulfilled more than 20 hours of
community service.
The Men for and with Others Mentorship Programme has helped many generations of students to
adjust to a new school environment and to make life-long friendships at the beginning of their
secondary school life. The programmes recruited senior form students as peer counsellors since the
eighties. It continues to involve counselling teachers and outside service providers in supervising and
training the student peer counsellors. The programme includes mentor training, matching day,
lunch gathering, activity day, service day and a day camp. These activities provide a platform for the
participants to build a solid relationship and the feedback from the peer counsellors, students and
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their parents is positive and encouraging.
The school identifies students’ varied needs for developmental support and is fully aware of their
attitudes, behavior and intellectual development. In the second term, a Social Skills Workshop for 12
lessons was jointly organized by the School and the New Life Psychiatric Rehabilitation Association.
It was particularly designed for senior students who have special learning needs to learn to express
themselves and adjust to the Senior Secondary Curriculum. Together with the guidance teachers, the
workshop provided professional help and guidance to students.
The Discipline Committee helps the students to form their character with Jesuit values and fighting
spirit and develop self-discipline, respect and responsibility. A whole-school approach towards
discipline affairs is adopted. The Discipline Committee has emphasized on nurturing the students to
learn to exercise their freedom with responsibility and that there are three main foci towards discipline
affairs in the daily routine: attendance and punctuality; proper use of mobile phones and electronic
gadgets; and respect and clean speech. The awareness of students and teachers towards these areas
has been raised through different programmes carried out by the Discipline Committee, Guidance
Committee and Values Education Committee. Together with other committees, the Discipline
Committee nurtured a sense of belonging and unity within the school campus.
The school is able to identify students who have special educational needs at an early stage and these
students will receive help from relevant parties in the form of individual counselling or group training
in a systemic and holistic way. SEN students have been followed closely by the SEN Coordinator,
our two psychologists and the school social worker. A professional plan for each SEN student is
designed to facilitate his learning difficulties. The school provides individual interviews, therapy
services, sufficient support and suitable arrangements for SEN students as well as good support for
their family throughout the year. Thus both students and parents have built confidence in school,
achieved their learning targets and shown improvement.
Pastoral Committee: Pastoral Committee develops spiritual formation for Catholic students,
teachers and also parents. Service and spirituality are our major focus. We organized programmes for
students to encounter the poor and the marginalized, like visiting old people’s homes and the
mainland during the Easter holiday. Through such activities, we hope students can understand more
about the needs of their neighbours and find God in all things.
In consolidating Catholic faith, morning Catholic classes, pilgrimages and retreats are specially held
for Catholic students. Senior students joined a day retreat and all Catholic students were invited to
participate in a day pilgrimage on St. Ignatius Day. Morning mass for Catholic students were held
during Advent, helping students to have a higher awareness to prepare for Christmas. Communal
confession, way of the Cross, confirmation class were tailored made for Catholic students. In
addition, Catholic students were empowered by inviting them to take up substantial responsibilities
at school, such as leading prayers in assemblies and being in charge of the opening and year end mass.
As the number of Catholic students is declining, the committee extends our emphasis and welcome
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to non-Catholic students to join Catholic Association. In preparing for the Fun Fair, Caritas Bazaar
and mainland visit, some interested non-Catholic students joined the association and had keen
involvement. We found this a possible way to involve Christian faith in the school.
Through 2 years of practices in Examen, most of the classes can achieve silence during the Examen
period, but the quality of their reflection varied as their class teacher led the period in different styles.
The basic elements were taught in the first class teachers’ meeting and some collaboration has been
done at different levels. Students will be invited to learn how to lead Examen in the coming academic
year, hoping the prayer can enhance students aware of consciousness.
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Partnership
Parents’ Association
Achievements
The Parents’ Association, in which the teacher advisor was not a member and had no voting rights,
actively promoted home-school cooperation to help their sons' development. All parents were entitled
to be members of the Parents’ Association and no membership fee was charged. The Association was
an important platform to collect and reflect parents’ opinions to the school by organizing gatherings
for the parents of all class levels (S1 gathering in January, life planning talks in February, physical
and mental health talks in March and stress workshop in May). They also organized various functions,
e.g. hiking in January, the Chinese New Year picnic in early March, pot cuisine dinner following the
Fun Fair in February, etc. to build a sense of belonging among parents to the school and to strengthen
parents’ relationship with their sons. Besides, there were interest groups like the Chinese painting
class, tennis interest group and the Parents’ Choir. A new one, known as the Gardening group, was
also set up. The Parents’ Association also collected and sold used textbooks as a service in July. A
large part of the revenue was reserved to support student activities. Parents together with their sons
were also invited to join a flag-selling programme in May, and the response was quite good.
The Parents’ Association has a strong team of parent volunteers. They helped in monitoring the
operation of the school canteen and lent helping hands for the students’ library. To help establish
leisure reading habits among their sons, there was a team of volunteers looking after more than ten
book shelves lining along the main corridor of the school with a great variety of donated books.
Reflection
The Parents’ Association has developed into a strong self-governed organization purely composed of
parents. More parents with passion, especially those from the junior forms, had to be identified and
encouraged to be elected into the Council so that sustainable development of the Association could
be attained.
The parent volunteers demonstrated good examples to their sons to serve unconditionally as “men
and women for and with others”.
Parent education has always been a major function of the Parents’ Association. More parent education
programmes could be organized.
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Links with External Organizations
Achievements
Sharing a common educational vision, our school is a part of the Jesuit school system at three levels:
the China Province including Hong Kong, Macau and Taiwan, the Asia-Pacific region, and Jesuit
schools worldwide. From time to time, our school organizes or coordinates student exchange and
staff development programmes with schools at one or more of these system levels.
Reflection
Exchange programmes and visits could broaden our students’ global views and Jesuit values. Such
programmes could be set as regular annual events if possible.
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Chapter 5: Student Performance
5.1 JUPAS Results and Overall Results
* The chart shows the students’ acceptance rates of different types of offers.
The chart above indicates the students’ intention to further their studies after completing S.6 at our school.
In 2017, more than 90% of the graduates accepted offers from local and overseas tertiary institutions, which
is the highest in 6 years. In fact, the JUPAS degree offer rates are the second highest in six years. Coupled
with other local JUPAS and non-JUPAS offers, more than 90% of our graduates can thus further their studies
after completing S.6. Such promising figures have been brought about by the satisfactory performance of
our students in the HKDSE Examination 2017. As our students could perform well in the public
examination, many of them were admitted by highly competitive programmes like Law and Medicine.
There is a trend that more and more of our students prefer to study abroad in countries like the United
Kingdom, and the United States. They treasure the experience of studying abroad so as to broaden their
horizons.
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00%
2015
2016
2017
Local and Overseas Offers
JUPAS & Non-JUPAS Local Offers Overseas Offers
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5.2 Performance in the Hong Kong Diploma of Secondary Education Examination
2017
Comparison of School Results with Day School Candidates
The chart above excludes statistics for electives with fewer than 5 students on average in the past five years and the extended
modules of Mathematics, which are not considered as electives.
From the chart above, we are able to see that our students’ performance in most subjects is better than day
school students. For example, in English Language, 77.71% of our students got Level 4 or above in the
subject, compared to 27.50% for the day school candidates. At the same time, 98.09% of our students
attained Level 3 or above in the subject while only 52.20% of the day school candidates could get the same
results. In Mathematics Compulsory Part, 80.25% of our students got Level 4 or above in the subject and
the territory figure was 39.10%. The figures for Level 2 or above were 97.45% (our school) to 81.10% (day
school). In Liberal Studies, 60.51% of our students could attain Level 4 or above and the territory figure
was 36.50%. For Level 2 or above, 94.90% of our students could attain the results while the territory figure
was 89.50%. In Chinese Language, our students’ performance is also better than the day school candidates.
In different electives, the percentages of our students attaining Level 4 or above and Level 2 or above were
generally higher than the day school candidates.
3 0
Comparison of HKDSE 2017 Results with the Results in 2015 & 2016
Comparison of School Results in 2015, 2016 and 2017 HKDSE Examinations
The chart above excludes statistics for electives with fewer than 5 students on average in the past five years and the extended
modules of Mathematics, which are not considered as electives.
The JUPAS offer rate this year was the second best in three years because our students’ performance
in many of the subjects were the best or second best in the period. With a satisfactory public
examination results, our students could have wider choices and some of them could get themselves
admitted by some competitive programmes.
A comparison of the HKDSE results in the three most recent years indicated that the HKDSE 2017
results were generally the best or the second best in three years. It can be observed that more students
were able to attain 19 points or above in their best 5 subjects with core subjects at 3322 or better. The
percentage this year was the second best in these three years. At the same time, the percentage for
students attaining Level 4 in the subjects they entered was also the second best in three years.
In the four core subjects, the performance of our students in the HKDSE this year was satisfactory. As
revealed from the chart comparing the HKDSE results in these three years, more than 90% of our
students could attain Level 3 or above in English and Level 2 or above in Mathematics (Compulsory
part) and Liberal Studies. At the same time, the percentage of students attaining Level 3 or above in
Chinese stayed at more than 70% for three consecutive years. This can explain why the JUPAS offer
rate in this year is the second best in three years.
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
L4+
L3+
L4+
L3+
L4+
L2+
L4+
L2+
L4+
L2+
L4+
L2+
L4+
L2+
L4+
L2+
L4+
L2+
L4+
L2+
L4+
L2+
L4+
L2+
L4+
L2+
L4+
L2+
Eng Chi MC LS BAFS Bio Chem C Hist Econ Geog Hist ICT Music Phy
2017
2016
2015
3 1
The students’ performance in the electives was also impressive. It can be observed that the percentage
attaining Level 4 or above in electives like BAFS, Biology, Chemistry, Chinese History, Economics,
Geography, History, ICT, etc., were the highest or the second highest in three years. For three
consecutive years, all students taking music could attain Level 4 or above. As our students could
perform well in the elective subjects, this helped get our students enrolled in various competitive
university programmes.
3 2
5.3 Performance in Music
2nd International Youth Choir Festival, Bratislava
Wah Yan College Junior Boys’ Choir
(with Wah Yan College, Hong Kong)
Overall Best Choir
Performance Award
Li Kai Yuen, Vitas (Class 2C)
Special Prize for
Excellent Piano
Accompaniment
2017 Hong Kong Youth and Children’s
International Choir Festival
Wah Yan College Junior Boys’ Choir – SA Voices
(with Wah Yan College, Hong Kong) 2nd
10th Orientales Concetus Choir Competition, Singapore
Equal Voice Choir (Age 25 or under) Champion
Chamber Choir (24 singers or below) Champion
Sacred Music Category 2nd
National Anthem in the HKFYG Ten-Thousand People
Beatboxing
Wah Yan College Kowloon &
Belilios Public School Intermediate Mixed Choir
Challenge for the Guinness Record Hong Kong Coliseum
Lead-choir
Grandmaster Trophy Competition
Brass Ensemble in S9 Open Class Champion
Public Performance at the Government House Open Day
String Orchestra and String Ensemble
Hong Kong Youth Music Interflow 2017
(organized by Music Office, LCSD)
Symphony Orchestra (Secondary School A) Gold Award
EDB – Hong Kong Schools Creative Music Showcase
Wah Yan College Kowloon S4 DSE Music Students Silver Award
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69th Hong Kong Schools Music Festival Result
Intermediate Mixed Choir Chinese Language 1st
Intermediate Choir Chinese Language 1st
Intermediate Mixed Choir Foreign Language 2nd
Senior Choir Foreign Language 2nd
String Ensemble (String Quintet) 2nd
Intermediate Choir Foreign Language 3rd
Senior Mixed Choir Chinese Language 3rd
Erhu Ensemble 3rd
Senior Choir Chinese Language 3rd
Madrigal - Mixed Voice - Secondary School
(with Belilios Public School) 3rd
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5.4 Performance in Sports
5.4.1 BOCHK Bauhinia Bowl Award 2016-2017
Most Progressive School
5.4.2 Grantham Outstanding Student Athlete Awards (Swimming) 2016-2017
Suen Wai Cheong (6J)
5.4.3 Inter-school Sports Competition Results 2016-2017
Athletics (Division 1) Position
A Grade 3rd
B Grade 8th
C Grade 8th
Overall 4th
Swimming (Division 1)
A Grade 4th
B Grade 4th
C Grade 6th
Overall 4th
Ice Hockey
Division A
Tennis (Division 1) 4th
Badminton (Division 1)
A Grade 5th
B Grade 5th
C Grade 8th
Overall 5th
Water Polo (Open) 4th
Football (Division 1)
A Grade 7th
B Grade 7th
C Grade 4th
Overall 7th
Baseball (Open) 6th
3 5
Fencing (Open)
Epee 14th
Foil
Sabre 7th
Overall 11th
Hockey
Division 2 8th
Junior Open 7th
Orienteering
Kowloon District (Heat)
A Grade 8th
B Grade 5th
C Grade 10th
Overall 9th
Final 11th
Cross Country (Division 1)
Relegate to Division 2 in 2017-2018
A Grade 11th
B Grade 13th
C Grade 11th
Overall 14th
Table Tennis (Division 1)
A Grade 8th
B Grade 7th
C Grade 5th
Overall 8th
Volleyball (Division 2)
A Grade 5th
B Grade 7th
C Grade 1st
Overall 2nd
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Basketball (Division 3)
A Grade 8th
B Grade 7th
C Grade 7th
Overall 27th
5.4.3 Sports Award
Name Events Grade Position
Inter-school
Athletics
Championships
(Division 1)
Leung Ho Chun 400M A 1st
Leung Ho Chun 800M A 1st
Chan Yik Long 1500M A 1st
Yang Qiyu High Jump A 1st
Chan Yik Long 800M A 3rd
Man Tak Yan Long Jump A 4th
Chan Yik Long
Cheng Chi Tim
Leung Ho Chun
Tong Tsz Hin
4x400m A 2nd
Tse Cheuk Hin 400m B 3rd
Tse Cheuk Hin 800m B 2nd
Chung Chi Kit High Jump C 1st
Inter-school
Swimming
Competition
(Division 1)
Suen Wai Cheong 50M Free Style A 2nd
Suen Wai Cheong 50M Butterfly
Style A 3rd
Suen Wai Cheong
Yip Kun Fung
Cheung Siu Fung
Ng Chau Lung
4x50m
Free Style A 4th
Chan Long Yin
Li Long Donald
Tsui Chi Hei
Yim Ching Wai
Justin
4x50m
Medley Relay B 4th
Sum Ka Lok Lino 200m
individual Medley C 3rd
Chan Chi Pang
Li Yin Fung
Siu Ka Hang
Sum Ka Lok Lino
4x50m
Free Style C 4th
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5.5 Performance in Other Areas
ENGLISH LANGUAGE
68th Hong Kong Schools Speech Festival Position/Award
Choral Speaking (Secondary 3) Champion
Choral Speaking (Secondary 2) 1st Runner-up
English Debating Competitions
Hong Kong Debate Open 2016 Grand Final
(High School Category) Runner-up
Hong Kong British Parliamentary Debating Championships
2017
Top 10 Speaker
Grand Final Runner-up
The Inaugural New York Times Debate Challenge –
Junior Division Grand Final Runner-up
The Inaugural New York Times Debate Challenge –
Senior Division (Open Category) Top 10 Speaker
Hong Kong Schools' Debating Championship –
Junior Division (Open Category) Top 10 Speaker
Hong Kong Schools' Debating Championship –
Senior Division (Open Category) Top 10 Speaker
The 32nd Sing Tao Inter-School Debating Competition Best Interrogative Speaker
6th WYK Junior Inter-school Debating Tournament Third Runner-up
English Drama Competitions
The Association of English Medium Secondary Schools –
2017 English Drama Fest
Outstanding Script
Outstanding Performer
Hong Kong School Drama Festival
Commendable Overall
Performance;
Outstanding Performer;
Outstanding Script;
Outstanding Director
Speak Out-Act Up Drama Competition Creativity
3 8
STEM EDUCATION
Hong Kong Student Science Project Competition 2016
Scientific investigation group
Invention group
Champion
1st Runner-up
Hong Kong Student Science Project Competition 2017
Invention group 2nd Runner-up
2016 善德關愛科研青年發展計劃「我是發明家年度大獎」 中學組銀獎
3 9
Chapter 6: Feedback and Follow-up
6.1 Management and Organization
The slogan of the school objective of this year is "Equip the Mind and Soul; Learn to Love and Respect",
in response to our three Major Concerns: 1) Develop diversified teaching strategies and cater for
learners’ diversity, with high expectations of students; 2) Help students to form their character with
Jesuit values and fighting spirit; 3) Build a learning community, with focus on staff formation and self-
evaluation. Our expectations are: 1) We set learning as our mission, to learn actively through reflection;
2) We enjoy freedom with responsibility, purpose and passion; 3) We nurture unity through gratitude
and respect.
We expect our students to share the mission of learning actively: they are eager to learn and can learn
through reflection. Our teaching methodology is Ignatian Pedagogical Paradigm, which emphasizes the
provision of a suitable learning context, a variety of learning experiences, ample opportunities to do
reflection for betterment, space for students to take action to improve and do evaluation in a timely way.
In the learning process, students are expected to actively take part in learning activities and learn through
reflection. With the arrangement of the Examen, ten minutes of mindful meditation, we expect our
students can have their own quiet time so that they can be more aware of their feelings, feel grateful
and do reflection for betterment. In the coming three years, we should take a step forward and our
students can develop to be self-directed and reflective learners, with attributes of competence,
commitment, creativity and cultural curiosity.
We expect our students to respect themselves, be humble and polite, and practise strong moral values
and good manners. They treat all members of the school community and all visitors with politeness and
respect. They respect the ideas and opinions of others even though they may not agree with them. They
are always ready to help and are responsible with public property and belongings. Students enjoy
freedom with responsibility, purpose and passion. In the next three years, our students should continue
to form their character within a positive learning community that encompasses compassion, respect,
collaboration, conscience and reconciliation.
To nurture unity, we organized a Fund-raising Campaign for Fr. Kelly Educational Fund, with the theme:
Growth from Unity; Rooted in Experience. Students, teachers, parents and alumni eagerly participated
in the events such as Homecoming Concert, Fun Fair, Gratitude Dinner and the sale of raffle tickets.
The target of fund-raising is HK$10,000,000 and we have raised more than HK$13,000,000, pledged
donation: HK$6,000,000 included. To nurture unity and cultivate a stronger sense of belonging, we
should provide a better learning environment through enhancing school facilities in order to support
student learning and development further.
In order to create more space and provide more support for teachers, the school will continue to use the
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Senior Secondary Curriculum Support Grant to employ teaching assistants for subject panels and
committees in the hope that teachers can have more time to focus on raising the effectiveness of teaching
and learning. To raise the morale of contract teachers, we will turn more contract teachers, who have
served for two years or more and have satisfactory performance, to probationary regular teachers by
using the teaching post created through converting Career and Life Planning Grant to a teaching post,
and the additional provision of 3 teaching posts due to the increase of the teacher-to-class ratio by 0.1.
Due to the lack of funding, sponsorship for Small Class Teaching might be scaled down. For this reason,
new contract teachers will not be hired after turning the current contract teachers to probationary regular
teachers so that we can have soft touchdown and staff morale can be maintained.
6.2 Teaching and Learning
This year, in order to prepare our S6 students well for the HKDSE examination, we continued to arrange
mock tests after school every Monday. It is found that the teachers could make good use of the tests and
provide feedback to the students, helping them to learn better and achieve a higher level. The overall
HKDSE examination results are comparable to those of last year. The Top Scholar is 6C HUI Ka Lun,
with Level 5** in five subjects and 5* in two subjects. The JUPAS Offer Rate (offers by local
institutions) remains at around 70% and EIGHT students have been admitted to the two medical
schools of the University of Hong Kong and the Chinese University of Hong Kong. It seems we
have come to a bottleneck and in order to have a breakthrough, we should take a step forward and form
our students to be self-directed and reflective learners, with attributes of competence, commitment,
creativity and cultural curiosity.
This year, we continued to encourage our panels to include an extended part in the Scheme of Work so
that curriculum planning can cater to the different needs of the students. Next year, to form self-directed
learners, the school-based curriculum should incorporate self-directed learning skills such as reading to
learn, note-taking, looking up words in the dictionary, and advocate the use of flipped classroom and
eLearning platform, pre-lesson preparation, training of thinking and learning skills, raising questions,
reflection on learning. We should also inspire students to actively take part in peer interaction and
collaboration, and excel in learning through performing learning tasks of progressive challenge and
searching for information on the Internet.
We explored measures to conduct internal evaluation with the assessment data available and design the
necessary supporting measures to support the internal evaluation. Next year, we should carry out
longitudinal study of students’ learning progress and provide support accordingly. This year, we
improved the quality of internal examination papers by eliminating errors in examination papers and
ensuring that the coverage of the examination papers matched with the scope of assessment. In the next
academic year, panel heads will be empowered to monitor the progress of learning, set checkpoints for
continuous assessment data and regularly report progress.
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After-school tutorial classes were arranged to help senior secondary students to master public
examination skills. Next year, we should continue to provide enhancement and remedial tutorials for
S5 and S6 students to cater for learner diversity. We should also propose the provision of enhancement
programmes for S5 and S6 students who drop one elective subject so that they can make better use of
the spare periods.
The subject Computer Literacy has been introduced in Secondary 1 and 2, in response to the context
that the Technology Education Key Learning Area in junior forms is below that as recommended in the
Basic Education Curriculum Guide. Next year, we should renew the school curriculum and promote
STEM education, creativity and innovation.
We offered administrative and financial support to panels which arranged outside classroom learning
activities. Next year, we should continue to encourage experiential learning outside the classroom,
exchange programmes, collaboration and networking with overseas schools and schools in mainland
China to inspire our students to be global citizens.
“Reading to Learn” was promoted through the junior secondary cross-curricular project-based learning
and morning reading sessions. Next year, we will empower the teacher librarian to play a more
prominent role in collaborating with subject panels to implement a reading across the curriculum
scheme.
6.3 Student Support and School Ethos
The Examen was implemented for the second year and it consists of 5 parts: 1) Silence; 2) Gratitude;
3) Awareness; 4) Reflection and 5) Betterment. Most classes could keep silent, and for classes that
were more willing to do reflection, the students were more attentive in the lesson and had better
emotion management. The Examen should be deepened for students to raise their awareness, feel
grateful, do reflection and put their reflection in the Reflective Journal. Students should be trained to
lead the Examen so that there will be peer support to help more students to benefit from the Examen.
We promoted Jesuit values with focus on gratitude, respect and responsibility. Next year, we should
boost values education and Catholic faith with reference to the Pyramid Model for Promoting Catholic
Values Education, and Catholic Values and Catholic Social Teaching Pedagogical Paradigm so that
students can learn to live before they learn to serve, and subject teachers can play a more notable role
in promoting values education.
We nurtured students to have a stronger fighting spirit in sports, music and external activities. The
4 2
sports results of this year are one of the best over the past 30 years. Our Athletic Team was ranked
4th in the Inter-school Athletic Competition, with A Grade ranked 3rd. Our Swimming Team was also
ranked 4th, with both the B Grade and C Grade squads ranked 4th, the best result ever. Our Ice-
hockey Team defended the champion title and was crowned the champion again. Both our Tennis
Team and Water Polo Team were ranked 4th while our Badminton Team was ranked 5th. Our football
team was ranked 7th, with the C Grade team ranked 4th. We were awarded the Most Progressive School
Award of the Bauhinia Bowl Award for the third year in a row, which is unprecedented. CHEUNG
Wang Fung (6J) broke the Hong Kong Record of 110 Hurdles and became the first local athlete
to finish the event within 14 seconds (13.97 seconds); SUEN Wai Cheong (6J) was bestowed the
Grantham Outstanding Student Athlete Award (Swimming).
For Music achievements, in the International Youth Music Festival II in Bratislava, capital of Slovakia,
our junior choir, together with the junior choir of Wah Yan College, Hong Kong, was awarded two Gold
Diplomas and two prizes: Best Choral Performance and Excellent Piano Accompaniment. For the 68th
Hong Kong Schools Music Festival, our Intermediate Boys' Choir and Intermediate Mixed Choir both
won the 1st prize in the Chinese Language Section.
LEUNG Dik Hin (5W) was accorded “I AM AN INVENTOR SILVER AWARD” and his invention
was Bracelet for the Deaf. Our students also won the 2nd Runner-up Award of the Hong Kong Student
Science Project Competition 2017 and their invention was UVC Hand Towel Sterilizer. Our English
Choral Speaking Team (3W) won the championship of Choral Speaking, Secondary 3, Boys of the 68th
Hong Kong Schools Speech Festival while our English Debating Team won the runner-up prizes of
Hong Kong Debate Open 2016 Grand Final (High School Category), Hong Kong British Parliamentary
Debating Championships 2017 and the Inaugural New York Times Debate Challenge (Junior Division).
For Chinese Verse Speaking, CHAN Willy Chun Sun won the championship of Solo Verse Speaking,
Putonghua of the 68th Hong Kong Schools Speech Festival.
The House System has been restored to strengthen brotherhood across classes and forms and help the
students to nurture better fighting spirit and stronger brotherhood. Besides the Athletic Meet and Inter-
House Swimming Gala, post-examination house activities were also organized. We will review the
House System and aggrandize house cultural activities for students to feel a sense of achievement and
have more opportunities for collaboration. Next year, we should also further enrich school life for the
junior forms and encourage S1 students to join at least two clubs or societies.
We enjoy freedom with responsibility, purpose and passion. The Career and Life Planning Programmes
were further extended to S1 to S5. Class teachers were involved more to guide and monitor students’
progress and Mock JUPAS exercise was arranged for S5 students. We should further reinforce life-
planning programmes to encourage students to take initiatives and responsibilities, uphold perseverance
in times of uncertainty and develop entrepreneurial spirit.
4 3
This year, the Tottenham Hotspur Football Club visited us and offered a football clinic for our football
team members. The Secretary for Education and the Secretary for Security, both are alumni, came back
to cheer for our S6 students before the release of HKDSE examination results. Their visits could help
to nurture unity.
Our future development should have two foci: 1) Nurture lifelong and self-directed learning capabilities;
2) Foster whole-person development. We will also incorporate the five missions set by Fr. Provincial:
1) Service of faith and promotion of justice; 2) Response to greater needs of society; 3) Ability to
collaborate and network with others; 4) Feasibility and sustainability; and 5) Ministries in line with
Jesuit tradition, so that our students will grow up to be leaders-in-service.
4 4
Chapter 7: Financial Summary
Financial Summary (2016.09.01 to 2017.08.31)
Opening Balance
(as on 1.9.2016) Income ($) Expenditure ($)
Government Funds and School Funds
I. Government Funds (EOEBG)
- Basic Baseline/ per class- IMC $2,047,994.88
- Composite Furniture & Equipment Grant $252,032.10
- Lift Maintenance Grant $87,282.00
- Prog. Fund for Whole-School Approach to Guidance & Discipline $48,935.64
- School & Class Grant $1,018,544.07 $2,605,831.02
- Administration Grant $4,159,716.00 $4,813,580.00
- Composite Information Technology Grant $429,782.00 $509,234.40
- Capacity Enhancement Grant $588,202.00 $636,996.30
- Noise Abatement Grant $240,607.00
Sub-total 8,484,845.95 8,953,891.46
4 5
Opening Balance Income ($) Expenditure ($)
II. Government Funds (Outside EOEBG)
- Salary Grant - Teaching Staff 0.00 42,967,533.94 42,967,533.94
- Salary Grant - Teaching Supporting Staff 3,352.92 2,218,516.08 2,221,869.00
- Salary Grant - Supply Staff 0.00 0.00 0.00
- Non-Teaching Staff PF Scheme Employer's Contribution 7,418.32 262,887.68 270,249.00
- Home-school Co-operation Grants 15,418.90 22,767.00 21,865.90
- Teacher Relief Grant - Basic 283,353.67 210,297.50 170,808.00
- Teacher Relief Grant - Optional (Freeze Post) 8,307.00 832,074.00 793,296.00
- School-based after School Learning & Support Programmes 36,942.00 82,800.00 54,767.00
- Diversity Learning Grant - Applied Learning 0.00 19,500.00 19,500.00
- Diversity Learning Grant - Other Programmes 0.00 117,000.00 111,465.50
- Senior Secondary Curriculum Support Grant 0.00 850,320.00 849,117.27
- School-based Support Grant for Non-Chinese Students 0.00 50,000.00 50,000.00
- Career and Life Planning Grant 89,248.56 566,880.00 681,434.41
- Jockey Club Life Wide Learning Fund 0.00 44,625.00 44,600.00
- Learning Support Grant for Secondary School 90,109.12 329,400.00 329,456.00
- Moral and National Education Subject Support Grant 151,184.75 0.00 16,000.00
- Fourth Strategy on IT in Education-One off Grant for Mobile Devices 121,450.00 0.00 0.00
- Enhancing WIFI Infrastructure - Extra Recurrent Grant 84,940.00 84,940.00 32,082.00
- Strengthening School Administration Management Grant 0.00 250,000.00 250,000.00
- Special Home-School Co-Operation (HSC) Grant 500.00 0.00 500.00
- One-off IT Grant for e-Learning in Schools 0.00 253,850.00 0.00
- One-off Grant to Secondary Schools for the Promotion of STEM 0.00 200,000.00 0.00
- One-off Grant for Promotion of Chi History & Culture Grant 0.00 150,000.00 0.00
Sub-total 892,225.24 49,513,391.20 48,884,544.02
4 6
Opening Balance Income ($) Expenditure ($)
II. School Funds (General Funds)
(1) Tong Fai 0.00 197,660.00 197,660.00
(2) Donations 0.00 1,185,213.00 860,227.00
(3) Collection of fees for specific purposes (including electricity charges for air-conditioning) 420,852.10 262,500.00 115,873.50
(4) Others 1,111,618.16 2,412,400.72 1,664,568.66
Sub-total 1,532,470.26 4,057,773.72 2,838,329.16
Total surplus for school year 1,379,246.23
Accumulated surplus as at the end of school year 3,803,941.73
4 7
Chapter 8: Appendices
Appendix 1: Report of Career and Life Planning Grant (2016-2017)
No. Strategies Actual
Implementation
Time
Achievements Reflection & Feedback
1 Life Planning
Programmes in
Junior Forms
Nov 2016
– April 2017
A series of “Job
Possibilities” workshops
were held in Nov 2016. S2
students were guided to
match their possible job
areas of interest through
exploring their work values
and strength.
Information on students’
preferred job area were
collected for future planning
of careers activities.
In order to help S3 students
make well informed choices
of their senior secondary
elective subjects, two
programmes: COA
(Cambridge Occupation
Analyst) Probe and Career
Express Program and were
conducted in April.
To further enhance students’
life planning, class visits by
fresh S6 graduates with good
academic performance and
ECA achievements could be
arranged. The old boys can
share with the junior form
students their experience in
academic planning and goal
setting.
The COA Probe and Career
Express program served very
well as a preliminary career
interest test to initiate students’
academic/career planning.
To further supplementing
students’ decision making in
subject selection, more
information such as《職業字
典》推廣計劃(Project
Jobtionary) , and further
studies programmes can be
disseminated through the class-
teachers.
2 Work Experience
Programme
Summer 2016 Six S4 and S5 students
engaged in the attachment at
an IT company or HKBU
through the programme.
It was suggested that more job
vacancies and varieties could be
offered.
Students should be given more
information about the purposes,
the values and the details of job
attachment so that they could
treasure these opportunities and
get the most out of the
programme.
4 8
No. Strategies Actual
Implementation
Time
Achievements Reflection & Feedback
3 Help to carry out
Life-wide
Planning
Programmes by
employing a GM
teacher and a
Teaching Assistant
Whole year The Careers Master and the
Deputy Careers Mistress
can work collaboratively
and effectively in planning
and implementation of life
planning programmes. In
particular, two new
activities, Career Express
program for S3 students and
S5 MOCK JUPAS exercise
were successfully delivered.
More job attachment posts
were offered in summer
2017.
The teaching assistant was
efficient in handling the
logistics of the workshops
and the arrangements of
career assessment tests.
The CLP Grant can be utilized
to establish a permanent GM
post so that the teaching loads
of Careers Master and Deputy
Careers Mistress can be
reduced.
A CLP assistant should be
employed through additional
school funding as it helps
relieve the heavy
administrative load involved in
implementing the life planning
programmes.
4 9
Appendix 2: Report of Capacity Enhancement Grant (2016-2017)
No. Strategies Actual
Implementation
Time
Achievements Reflection & Feedback
1 Employment
of 1.0 full-time
English
teacher
2016-17 The employment of
the extra teachers can
help to implement
Small Class Teaching.
With Small Class
Teaching, we can
cater for learner
diversity more, give
more personal care for
the students, improve
teacher-student
relationship, reduce
learners’ anxiety and
help to motivate
students.
The 1.0 English
teacher also helps
with the training of
the English Debating
Team, helping the
students to achieve
good results in the
Inter-school Debating
Competitions.
According to the
appraisal reports of
the 1.0 teacher
concerned, she
performed
satisfactorily in
teaching and learning.
The Small Class Teaching
arrangement offers a good platform
for us to enhance the effectiveness of
teaching and learning. Yet, whether
Small Class Teaching can lead to
better academic performance
depends on the pedagogy and
commitment of the teachers. To
make better use of the arrangement,
teachers must have high expectations
of the students and raise the
effectiveness of teaching and
learning, aligning it with the
requirements of the HKDSE
examination. With enhanced space,
teachers should aim to form self-
directed and reflective learners. The
school-based curriculum should
incorporate self-directed learning
skills such as reading to learn, note-
taking, looking up words in the
dictionary, and advocate the use of
flipped classroom and eLearning
platform, pre-lesson preparation,
training of thinking and learning
skills, raising questions, reflection on
learning. We should also inspire
students to actively take part in peer
interaction and collaboration, and
excel in learning through performing
learning tasks of progressive
challenge and searching for
information on the Internet.
5 0
Appendix 3: Report of Senior Secondary Curriculum Support Grant (2016-2017)
No. Strategies Actual
Implementation
Time
Achievements Reflection & Feedback
1 Employment of a
full-time LS
teacher
2016-17 The employment of the
extra teacher can allow
splitting of 5 LS classes into
6 groups in the senior forms.
With Small Class Teaching,
we can cater for learner
diversity more, give more
feedback and help the
students to master
examination skills better.
The appraisal report of the
LS teacher is excellent,
highlighting that the teacher
is highly effective and
committed.
As the post of LS teacher is
only a funding post, it is not
easy to hire or to keep a
competent teacher. Long-term
career paths have to be
planned for the teacher to
recognize his effort and raise
staff morale.
2 Employment of
3.2 Teaching
Assistants (LS,
Chinese,
Mathematics,
Pastoral)
2016-17 Teaching Assistants help to
prepare teaching resources
and create space for teachers
to focus on raising the
effectiveness of teaching
and learning.
The Teaching Assistants also
help with lesson substitution
and invigilation.
The Chinese Teaching
Assistant helps with the
teaching of a small group of
Non-native Chinese-
speaking students.
Panels have to plan carefully
how to make better use of the
Teaching Assistants to
contribute to the preparation
of quality learning resources
and deliverables.
More concrete guidelines
have to be provided so that
the Teaching Assistants can
realize their full potential.
Long-term career paths have
to be planned for the
Teaching Assistants to
recognize their effort and
raise staff morale.
5 1
Appendix 4: Report of Learning Support Grant (2016-2017)
No. Strategies Actual
Implementation
Time
Achievements Reflection & Feedback
1 Employment of
Educational
Psychologist (EP)
and Clinical
Psychologist (CP)
(part time)
1 Sept 2016- 31
Aug 2017
Many SEN students have
progress in behaviour, social
skills and peer relation
because of the intensive
professional support from
EP and CP.
Parents are in general
satisfied with our service.
A tier 3 student has made
much progress due to
intensive care from CP.
EP, CP are very professional
in their support for SEN
students, and has helped them
in making significant progress
in proper behaviour and better
peer relations.
EP, CP and social worker
work very closely together to
support SEN students, their
teachers and their parents.
2 Take part in JC
A-Connect:
Jockey Club
Autism Support
Network (social
skills training
group)
12 sessions in 2nd
term (Jan-May
2017)
4 students enrolled in it, two
of which were ASD students,
and they benefitted from the
group in some ways
The group is led by a
professional worker, yet the
attendance rate of students is
low and dramatically affect
the effectiveness of the
programme. Not many ASD
students would like to enroll
in this kind of group which
provides intensive training.
5 2
Appendix 5: Report of School-based After-school Learning and Support Grant (2016- 2017)
School-based Grant - Programme Report
Name of School: Wah Yan College, Kowloon
Project Coordinator: Cecilia Chow Tze Sze Contact Telephone No.: 23841038
A. The number of students (count by heads) benefitted under this programme is 24 (including A. 1 CSSA recipients, B. 19 SFAS full-
grant recipients and C. 1 under school’s discretionary quota).
B. Information on Activities under the Programme
*Name /
Type of
activity
Actual no. of participating
eligible
students #
Average
attendance
rate
Period/Date
activity
held
Actual
expenses
($)
Method(s) of
evaluation
(e.g. test,
questionnaire,
etc)
Name of
partner/
service
provider
(if applicable)
Remarks if any
(e.g. students’
learning and
affective
outcome)
A B C
Music Tour
(Singapore,
Italy)
3 100% 4-11 Jul 17
6-17 Aug 17
17,152.5
questionnaire
/
Music
Course
5 100% Sept 15- Aug
16
15,000 questionnaire /
Music Camp 4 1 100% 27-30 Dec
2016
3,080 questionnaire /
Olympiad
Math Class
1 2 95% 2,175
Sports Team
Training
11 95% Sept 15—
Aug 16
17,359.50 questionnaire /
5 3
*Name /
Type of
activity
Actual no. of participating
eligible
students #
Average
attendance
rate
Period/Date
activity
held
Actual
expenses
($)
Method(s) of
evaluation
(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
Total no. of
activities:
5
@No. of
participation
count
1 25 1 Total
Expenses
54,767
**Total no.
of
participation
count
27
Note:
* Name/type of activities are categorized as follows: tutorial service, learning skill training, languages training, visits, art /culture activities, sports, self-confidence
development, volunteer service, adventure activities, leadership training, and communication skills training courses.
@ Participation count: refers to the aggregate no. of benefitted students participating in each activity listed above.
** Total no. of participation count: the aggregate of (A) + (B) + (C)
# Eligible students: students in receipt of CSSA (A), SFAS full grant (B) and disadvantaged students identified by the school under the 10% discretionary quota (C).
5 4
C. Project Effectiveness
In general, how would you rate the achievements of the activities conducted to the benefitted eligible students?
Please put a “” against the most appropriate box.
Improved
No Change
Declining Not Applicable Significant Moderate Slight
Learning Effectiveness
a) Students’ motivation for learning
b) Students’ study skills
c) Students’ academic achievement
d) Students’ learning experience outside
classroom
e) Your overall view on students’
learning effectiveness
Personal and Social Development
f) Students’ self-esteem
g) Students’ self-management skills
h) Students’ social skills
i) Students’ interpersonal skills
j) Students’ cooperativeness with others
k) Students’ attitudes toward schooling
l) Students’ outlook on life
m) Your overall view on students’
personal and social development
Community Involvement
n) Students’ participation in
extracurricular and voluntary activities
o) Students’ sense of belonging
p) Students’ understanding on the
community
q) Your overall view on students’
community involvement
5 5
D. Comments on the project conducted
Problems/difficulties encountered when implementing the project (You may tick more than one box)
unable to identify the eligible students (i.e., students receiving CSSA, SFAS full grant);
difficult to decide on the 10% discretionary quota;
eligible students unwilling to join the programmes;
the quality of service provided by partner/service provider not satisfactory;
tutors inexperienced and student management skills unsatisfactory;
the amount of administrative work leads to apparent increase on teachers’ workload;
complicated to fulfill the requirements for handling funds disbursed by EDB;
the reporting requirements too complicated and time-consuming;
Others (Please specify):
E. Do you have any feedback from students and their parents? Are they satisfied with the service provided? (optional)
Parents were thankful that their sons were subsidized for the activities.
5 6
Appendix 6: Report of the Enhancement of WiFi Infrastructure (2016-2017)
No. Strategies Actual
Implementation
Time
Achievements Reflection & Feedback
1 Promotion of the
use of tablet PC
in Digital
Laboratory and
geography room
Whole year GIS was a usual I.T. context
involving in geography
curriculum with using
desktop PC and was taught
and applied in the daily
practice on the aspect of
science, technology and
society.
Using a tablet PC was not
ready for teaching
implementation.
The completion date of
WiFi900 was 28 April 2017
and the commencement date
for service was 16 May 2017.
The official launching date
will be on year 2017-18. As
WiFi900 infrastructure
installation was huge delayed,
procurement schedule of
tablet PC will be scheduled
on coming September.
In order to have adequate
preparation for IT in
Education, learning circle of
using IT pedagogies for
interactive L&T will be
initiated next academic year.
2 Promotion of IT
in Education in
Digital
Laboratory
Whole year Subject teachers (Biology,
Chinese Language &
Music) used the digital lab
as their learning ground for
interactive learning
activities and practice.
Digital lab was not fully used
as lack of training provided
for teachers and huge delay in
WiFi900 project.
Promotion of the use of
digital lab through various
I.T. training workshops will
be done once the WiFi
infrastructure is completed.
5 7
Appendix 7: Report of the Use of Strengthening School Administration Management
Grant (2016-2017)
No. Strategies Actual
Implementation
Time
Achievements Reflection & Feedback
1 Implementation
and promotion the
use of eEnrolment
System.
Trial period
Jul – Aug
Deputy head of ECA
Committee will be in charge
of this module and will set
up this module for year
2017-18.
After full implementation, the
students’ participation data
will be fully monitored.
After synchronization, ECA
data will be updated with the
student learning profile.
2 Implementation
of Digital Routing
system.
Trial period
Whole year
Some departments were
invited to use and test this
module for examination
paper routing purpose
Most of the feedback
suggested more training was
needed before
implementation.
3 Implementation
and use of eSports
System in Sports
Department.
Whole year Sports department utilized
the system to plan and to
assist the event and student
registration for Aquatic
Meet and Athletic Meet.
The implementation process
was smooth. The Sports
chairperson suggested some
fine-tuning measures of the
module for perfection. The
IT Committee will ask eClass
to follow-up the suggestion.
4 Implementation
and use of
eDiscipline
System in
Discipline
Committee.
Jul – Aug Discipline Committee
started to prepare the
module parameters for
implementation. This
module will cope with
parents’ app to enhance the
home school cooperation.
Further tests and training will
be provided for Discipline
Committee members.
5 Implementation
of Digital Archive
system.
Whole year Administration used the
system to deliver and to
archive the live scripts for
subject panel usage.
Further usage such as
archiving of panel meeting
reports, year reports, plans
and examination question
banks will be included in the
archive system.
5 8
No. Strategies Actual
Implementation
Time
Achievements Reflection & Feedback
6 Exploration and
design of eForm
module with
eClass.
Whole year The drafted eForm module
was completed in June 2017
and required to fine –tune
the detailed design for
effective use.
eForm will serve as the main
platform for data collection in
administrative use.
7 eClass on the
Cloud.
Dec – Aug eClass platform was
migrated to the data centre
in Dec 2016 and the
platform performance was
tested in the second term.
Access time was quicker
from teachers’ feedback.
Cloud services saved the
work for data backup, and
server maintenance purpose.