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School Report 2014 – 2015

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Annual School Report (2014-15) Content

Items Teachers-in-charge

Cover Mr. Eric Wai

Chapter 1: Our School

1.1 Our Vision

1.2 Introduction of Our School

Principal &

Mr. Eric Wai

Chapter 2: Achievements and Reflection of Our Major Concerns

2.1 Major Concern 1: Develop diversified teaching strategies and

cater for learners’ diversity, with high

expectations of students

Mr. Eugene Lee

2.2 Major Concern 2: Help the students to form their character

with Jesuit values and fighting spirit

Mr. Eric Kan

2.3 Major Concern 3: Build a learning community, with focus on

staff formation and self-evaluation

Mr. Damien Ching

Chapter 3: Our Learning and Teaching, e.g. small class teaching,

curriculum, pedagogy, assessment & catering for learners’

diversity

Mr. Eugene Lee

Chapter 4: Our Support for Students’ Development, e.g. Guidance,

Discipline, Social Worker, Psychologists, Pastoral, PA, PSA

Mr. Eric Kan,

Mr. Damien Ching &

Mr. Stanislaus Keung

Chapter 5: Student Performance, e.g. academic and non-academic Mr. Eugene Lee &

Mr. Eric Wai

Chapter 6: Feedback & Follow-up Principal

Chapter 7: Financial summary Principal &

Mr. Eric Wai

Chapter 8: Appendices

Appendix 1: Report of Career and Life Planning Grant Mr. K.K. Lee

Appendix 2: Report of Capacity Enhancement Grant Principal

Appendix 3: Report of Senior Secondary Curriculum Support Grant Principal

Appendix 4: Report of Learning Support Grant Mr. Alex Ng

Appendix 5: Report of School-based After-school Learning and Support Grant Ms. Cecilia Chow

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Content Page

Contents

Chapter 1: Our School

1.1 Our Vision

1.2 Introduction of 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 the 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 Learning and Teaching

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 & 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

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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 of Our School

1.2.1 Introduction

Wah Yan College, Kowloon, is a government-aided boys’ grammar secondary school operating 30

classes from Form 1 to Form 6, enrolling a total of 1,030 students. We implement Small Class Teaching,

and 5 classes in each form are split into 6 classes, namely W, Y, C, K, S and J. We do not have a primary

school of our own or a “feeder” primary school.

Our School was founded by Mr. Peter Tsui Yan Sau in 1924 and is now sponsored by the Society of

Jesus in Hong Kong. In 1952 the school moved from Nelson Street to the present site, which has an

area of about 42,000 square metres.

Our Incorporated Management Committee (IMC) consists of eight members representing the Society

of Jesus (six 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 learning and teaching, we have small class arrangements aiming at restricting the class size to 30 in

junior forms and to not more than 34 in senior forms. In specific main subjects at junior secondary

level, the class size ranges from 16 to 24 to cater for learners’ diversity. Senior secondary students

take at least 3 electives from Form 4 onwards, and are allowed to reduce the number to 2 after Term

1 in Form 5 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. Finally, 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 of 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 2013-14 2014-15

No. of Classes Total Enrollment No. of Classes Total Enrollment

Secondary 1 6 170 6 164

Secondary 2 6 177 6 170

Secondary 3 6 181 6 173

Secondary 4 6 177 6 175

Secondary 5 6 184 6 173

Secondary 6 6 183 6 175

Total 36 1072 36 1030

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1.2.3 Our Teachers

i) Teachers’ Qualifications

a) Highest Academic Qualification Attained

b) Professional Training

0%

10%

20%

30%

40%

50%

60%

70%

2012-2013 2013-2014 2014-2015

Pe

rce

nta

ge

Highest Academic Qualification Attained

Tertiary Non-degree

Bachelor's Degree

Master's Degree or above

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2012-2013 2013-2014 2014-2015

Pe

rce

nta

ge

Professional Training

Professionally Trained

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c) Subject-trained Teachers

d) English and Putonghua Teachers Meeting Language Proficiency Requirement

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2012-2013 2013-2014 2014-2015

Pe

rce

nta

ge

Subject-trained Teachers

Chinese

English

Mathematics

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2012-2013 2013-2014 2014-2015

Pe

rce

nta

ge

English and Putonghua Teachers meeting LPR

English Teachers meeting LPR

Putonghua Teachers meeting LPR

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ii) Teachers’ Experience

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

2012-2013

2013-2014

2014-2015

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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)

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 Percentage

Chinese Language 17.0%

English Language 20.7%

Mathematics 14.3%

PSHE 18.7%

Science 9.8%

Technology 3.0%

Arts 7.0%

PE 4.4%

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Chapter 2: Achievements and Reflection on Major Concerns

Major Concern 1: Develop diversified teaching strategies and cater for learners’ diversity, with high expectations of students

Achievements

Small class teaching (SCT) arrangements have been adopted for years and the arrangement was also

followed in this academic year. The financial support from Wah Yan One Family Foundation enabled

the school to recruit more teachers so that we were able to reduce the class size to no more than

30 in junior secondary and 34 in senior secondary. It was found that, with a smaller class size, more

interactions among teachers and students could be fostered. At the same time, the teachers were

able to address the individual learning needs of different students. The impact could be particularly

felt in the learning of languages when the class size could be as small as 16 or 24 when such

arrangements could benefit the students’ learning. The study conducted by a team of HKU

professors, supported by Wah Yan One Family Foundation, also confirmed that our students could

benefit from the more intense interactions among teachers and students, and among peers in SCT

settings. They could pick up the language skills better and build up their self-esteem in the SCT

environment.

In additional to the SCT arrangements, different subject panels also devised various strategies to

cater for different learning needs. For example, a pullout mechanism was adopted by the

Mathematics panel to help those students who might need more guidance in acquiring the

necessary knowledge and skills. At the same time, the panel also arranged special Olympiad classes

for the students who demonstrated a strong ability and were willing to take up more challenges in

the subject. These special classes were conducted outside class hours. The English teachers took

into consideration the needs of different classes and streamlined the assignments so as to cope with

the possible challenges arising from the restoration of the uniform test. The Chinese teachers

reviewed the learning needs of different classes and decided upon the number of dictations. They

also agreed that additional practice on listening would be arranged for classes which are weak in

this area.

On top of the arrangement of special classes and differentiated assignments, some panels like the

Chemistry and Physics panels also encouraged able and motivated students to participate in

different competitions. The Biology panel adopted the flipped classroom which allowed more in-

class interactions among the students so as to promote collaborative learning and cope with the

problem of learners' diversity. To conclude, the arrangement of these learning experiences by

different panels could broaden our students’ horizons and help them master the necessary skills.

In this academic year, each panel was required to prepare a more detailed scheme of work which

incorporated elements of extended parts. The extended parts were to be covered when the students

demonstrated the abilities to master the conventional aspects of the teaching syllabi. The adoption

of a more detailed scheme of work could allow the teachers to make a detailed and thorough

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planning of their teaching throughout the year and address the distinctive needs of different classes.

The incorporation of extended parts in our curriculum could also reflect the school’s endless quest

for Magis and their high expectations of our students.

In the second term, we arranged a uniform test, which aimed at motivating our students more and

helping our teachers and students to evaluate their teaching and learning. At the same time, it was

also hoped that the measure could improve our students' performance in the HKDSE. In this

academic year, the uniform test was scheduled in the last week before the Easter holiday. The

uniform test period lasted for 5 days while the test paper of each subject did not exceed 45 minutes.

It was believed that the uniform test would serve as a check point in the second term for the

students to evaluate their learning so that they could catch up in the remaining two months of the

second term. According to the feedback of some teachers, the uniform test could motivate students,

particularly the highly motivated ones, to do revision, as reflected from the grades of these students

in the uniform test.

In this academic year, some students who failed in the final examination were required to take

supplementary examinations for subjects which they failed. The supplementary tests were

conducted in early August and the students would be promoted if they could attain significant

improvement in the examinations. It was found that this arrangement was particularly effective in

the junior secondary as we could see significant improvement in students’ performance.

Our school stresses the importance of nurturing our students to be reflective learners. The school

has encouraged different subject panels to incorporate reflective elements in the assessment tasks

assigned to the students. For example, students are always asked to reflect on their learning

experience in their project work. Subject panels like the Liberal Studies panel would include in the

assessment plans the need to prepare reflection tasks for their students. To ensure that reflective

elements were included in different assessment tasks, we adopted a modified assignment

inspection feedback form, which asked the panel chairs to assess if the panelists had included

reflective elements in their assessment tasks. It was found from the feedback of the panel chairs

that reflective elements were incorporated in the assessment tasks assigned by the teachers.

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Reflection

With the financial support of Wah Yan One Family Foundation, a study was conducted by a team of

HKU professors on the effectiveness of the implementation of SCT in our school. The team found

that the increased interactions among teachers and students in small class settings of language

classes could provide the students with more chances to use the languages and helped them to

become more proficient in the languages studied. As a result, the students could develop their

confidence and self-esteem. At the same time, the SCT arrangements could also enable teachers to

offer better personal care and attend more to the specific needs of individual students. While the

team found that there were positive results in our implementation of SCT, they also recommended

us to adopt a new class allocation mechanism to create classes with students of different

background so as to allow the students to learn from each other and reduce the labelling effect. The

school adopted the suggestion of the team and a new class allocation mechanism embracing the

spirit of the team’s suggestion was worked out in this academic year. The new mechanism would be

adopted in the coming academic year.

The subject panels prepared schemes of work which were much more detailed than those of the

past and uploaded them to the school website although it was found that many panels had not yet

specified any topics as extended parts. In the coming academic year, the Academic Committee

would highlight to the subject panels the importance of incorporating extended parts into the

schemes of work as a means to address learners' diversity and to arouse the interests of the students

in learning through taking up challenging topics. Possibility to incorporate other elements into the

schemes of work can be considered. For example, subject panels may consider the feasibility of

detailing the strategies to promote reading to learn, the cultivation of the students’ Jesuit identity,

the development of inquisition skills, etc., in the schemes of work.

The uniform test period was believed to be a little longer than necessary. In the coming academic

year, the whole period would be shortened by one day. At the same time, intervals between

different sessions of the uniform test would be lengthened to allow more time to handle the logistics.

However, although the uniform test was effective in motivating the highly motivated students to do

revision, its effectiveness in motivating the average and weaker students should not be over-

estimated as the tests did not carry a heavy weight in the second term assessment plan. To address

the problem, the Academic Steering Committee decided that the uniform test would take up 20%

of the total subject mark in the second term, which would also be translated as 50% of the

continuous assessment.

The supplementary examination arrangement was particularly effective in bringing about significant

improvement in the performance of the junior secondary students. However, its effectiveness in

bringing about an upgrade in students' marks might not be that effective for the senior secondary

students. At the same time, some attention had to be paid to the selection of examination papers

as there might be changes in the teaching syllabi. Different subject panels should be informed of the

arrangement earlier in the coming academic year so that they could prepare a proper

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supplementary paper. At the same time, the supplementary examination could also be held earlier

to allow the school authority to have more time to follow up with the administrative work.

The incorporation of reflective elements in the assessment tasks demonstrated the teachers'

awareness of promoting a habit of reflection among the students. However, it was believed that the

reflection as promoted by the subject teachers might tend to be subject-oriented. To promote whole

person development and provide students with opportunities to reflect upon their learning as a

whole, the school decided to enhance the role of class teachers in helping our students to become

reflective learners. Morning Formation would be introduced and the Examen session lasting for 10

minutes would be conducted at the beginning of the afternoon session in the coming academic year.

The Formation Panel was formally established to design suitable teaching and learning materials to

address the needs in the coming academic year.

As teachers were only required to submit at most 9 copies of students' assignments for one

particular task for assignment inspection, it might make the panel chairs difficult to assess whether

or not the students had made progress in their learning. To address the issue, a new mechanism of

assignment inspection was worked out in the hope of allowing the panel chairs to assess the

students' progress better and evaluate whether or not the concerns of the panels and the school

have been reflected in the everyday assessment. Under the mechanism, the teachers would be

required to submit the assessment tasks of one class for each subject they teach to the panel chairs

for inspection. The new mechanism would be implemented in the Academic Year 2015-2016.

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Major Concern 2: Help the 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 thematic approach in arranging the 15 hall assemblies

in which different themes of Jesuit values were conveyed and virtues were fostered. Different

committees and persons were in charge of different themes and more diverse parties were involved.

Feedback from staff and students was positive and there was better organization in the hall

assemblies. For the curriculum, subject panels discussed and 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 no significant increase in the

number of cases reported by teachers through the discipline record system. To strengthen the role

of prefects, there was a prefect training camp held in September, which focused on the formation

and team building of the Prefects' Board. In February, the Prefects' Board co-organized a leadership

training programme with the theme ‘Perfection-Strive for Excellence’ with Good Hope School and

St. Joseph’s College which aimed at leadership training and exchanging experience.

To help students to develop the attitude of striving for excellence and fighting spirit, the school

restored the House System and enhanced the leadership training of the students. Four houses (Ricci,

Loyola, Xavier and Faber) were formed with their constitutions and logos in September and October.

All teachers and students were sorted into the four houses. A sense of brotherhood and the spirit

of Magis was seen during the Sports Day 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 Day than the previous years. Two post-exam activities were held – Inter-house

Football Competition for F.1 to 3 and Inter-house Quizzes for F.4 to 5. For leadership training, the

Adventureship Leadership Training Programme was held in November in which 40 students and 3

teachers participated. The participants were excited and satisfied with the programme. Besides, a

junior leadership training was jointly organized by the school and Salvation Army in each term and

20 students from F.1-3 participated in each training. The roles of the teacher advisors were

enhanced with the guidelines for teacher advisors delivered by the school authority.

In order to enhance students’ confidence and self-image, the school organized different activities

and programmes throughout the year. For sports, there was improvement in students’ participation

in both inter-class and inter-house competitions. Students also joined many different kinds of sports

activities organized by the school and external organizations. For music, there were three music

tours this year. These tours included the 67th European Youth Music Festival (Belgium) for

Symphony Orchestra in April, in which our students got the 2nd prize; the Saint Mary’s University

(USA) String Music Camp for string players in July; and the Italy Vocal Study Tour for singers in August.

The students’ attitude greatly improved and the students were more serious and self-disciplined

after participating in these overseas tours. The sense of belonging was also enhanced.

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To help our students to develop self-discipline, respect and responsibility in a caring atmosphere,

the school prepared and worked on planning the character formation and cultivating the class

atmosphere. With thorough preparation, class formation and examen would be implemented in the

year 2015-16. Besides, the school started exploring and planning for the programme of

Reconciliation with Creation to develop students’ empathy and care for others and the environment.

“Reconciliation with Creation” was also the theme of the 90th Anniversary Open Days, which was a

great success with over three thousand visitors.

The school also promoted life-planning and let students have more exposure to broaden their

horizon. Various programmes were organized throughout the year. These included The “From Self-

understanding to Career Planning” workshop for F.2 students in October, workshops for F.4 students

about Career Mapping, a curriculum-based programme to develop students’ life planning skills, in

May, the Career Interest Inventory and Individual Counselling on careers aspiration for F.5 between

April and May and the Work Experience Programme in the summer holiday. Various social services

programmes, visits, field trips and exchange tours were held to promote experimental learning

among our students. These included the Service programme in Luoding of Guangdong province in

March and the pilgrimage of Christian Life Community (CLC) to Beijing in June.

With the context of the successful anniversary activities such as the Walkathon, Gratitude Dinner,

Open Days, Jesuit Education Forum and the Anniversary Concert, students’ potential and sense of

belonging were developed and enhanced. Moreover, the community building and partnership with

lay people, including teachers, alumni, parents and other institutions was achieved.

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Reflection

The school should continue to adopt the thematic approach in arranging the Hall assembly and there

should be more coordination and collaboration with other parties like the Values Education

Committee and Guidance Committee in providing a whole-school approach to character formation.

Besides, the implementation of morning formation and the Examen, subject panels should further

explore the incorporation of suitable Jesuit Education values into the curriculum.

The school should have different platforms and opportunities for students to strive for excellence

and fighting spirit through different experiences. The House Committee would continue to work on

developing the house system and coordinating with other student organizations like the Students'

Association so that different organizations would have a clear role in helping the development of

our students. Leadership training and guidance from teacher advisors were essential and should be

enhanced. Service was essential in our training and we should stress the school’s expectation of our

students to be leaders-in-service.

The different activities and programmes held in the year were successful in enhancing students’

confidence, self-image and sense of belonging especially for the series of 90th Anniversary activities.

But the coordination and work of different committees and organizations could be enhanced.

Besides, there were students who were inactive in participating in these activities. Strategies should

be adopted to cater for this group of students.

This year was the preparation year for the restructuring of the character formation with the

implementation of morning formation and the examen in the new academic year. Workshops and

staff development programmes were organized for colleagues to understand the rationale and learn

about the new programmes. Colleagues and students might encounter difficulties in the transition

and more support and assistance would be essential for the changes.

The feedback from various life-planning and careers programmes was positive and they could help

the students to increase their awareness and have better planning. It was suggested that the

feedback or the assessment data from students could be provided to class teachers so that they

could assist in follow-up and providing guidance to the students.

With the ending of the 90th Anniversary celebration, the school should continue to work on

community building and partnership with lay people, including teachers, alumni, parents and other

institutions.

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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 home school cooperation and organized numerous

meetings between the parents and the class teachers. All parents from Form 1 to Form 5 were

invited to collect the mid-year report cards of their sons and discussed both the academic and non-

academic performance with their class teachers in early February. For Form 1 parents, besides an

orientation event in late August, there was a half-day programme in mid-September to help the

parents become familiar with the School at the very beginning. There were group discussions to

promote communications between the class teachers and the parents as well as professional talks

to promote parent education. There was a similar event for Form 2 parents in late April. Form 3

parents were invited to the subject selection talk organized in late March, two days after the subject

selection talk to their sons, to acquire information and skills so that they could help advise their sons

in choosing elective HKDSE subjects. Form 6 parents were invited to accompany their sons to attend

the preparation talk in early July before the release of HKDSE results. There was also a talk to both

the students and their parents for them to know more about studying abroad in mid-July.

The School took full consideration of parents’ opinions. There was an elected parent manager (and

also an alternative parent manager) in the newly formed Incorporated Management Committee to

help make decisions on school policy. There was also an online questionnaire to collect the views of

the parents on the teaching and learning of the School. Regarding special issues, e.g. the redesign

of the winter uniform, the School collected parents’ opinions before implementation.

With a network that covered many cities in the world, alumni of various ages of the School, together

with the local Past Students’ Association and Wah Yan One Family Foundation, provided strong

support for the current students and the School through face-to-face mentorship, workplace

attachment programmes and financial sponsorship of student activities, small-class teaching and

school maintenance works. They successfully raised more than 10 million Hong Kong dollars to

convert the long-deteriorated grass football pitch into a most advanced artificial turf pitch for

current students. All four anniversary celebration events were also co-organized by the alumni

organizations from both Wah Yan Kowloon and Wah Yan Hong Kong. The Jesuit Education Forum

was successfully held and attracted an attendance of around 600, letting them understand more

about our Jesuit education and its vision.

Staff Development Team has officially been founded this year. The core members of the team

include the Principal, vice-principals, school’s educational psychologist and four other teachers. The

team has three initial objectives: (1) To foster professional development of our teachers in light of

the school’s developmental foci and actual needs, (2) to actualize the educational vision of the global

Jesuit community by training teachers to become better Jesuit educators, and (3) to administer

Ignatian spiritual formation for our staff members. In order to achieve the respective objectives, a

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series of programmes and projects have been designed and executed.

In order to better facilitate professional development for our staff, a seminar on small class teaching

was held on the staff development day to help our teachers better utilize the potential of the

school’s small class teaching arrangements. In addition, in response to the theme for the 90th

anniversary of Wah Yan, “Reconciliation with Creation”, a spiritual formation session was conducted

in the rural area of Yim Tin Tsai, Sai Kung. All teaching staff attended the session. Furthermore, the

team is currently devising a teacher competencies framework for the school with reference to two

Jesuit education documents: Characteristics of Jesuit Education and Jesuit Educators' Profile.

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, we shared with them our experience in Jesuit education.

Apart from the formation session in Yim Tin Tsai, Ignatian spirituality was also reinforced in the

programmes of every staff development day. As the school planned to deliver the Examen to

students starting from the following year, the team designed an Examen pilot scheme on our staff

members. Seminars, sharing meetings and workshops on Examen were delivered to teachers under

the scheme. Furthermore, the training for managerial staff members was given in the form of

spiritual formation. The focus of the training was on Ignatian leadership.

To enhance collaboration within the panels, strategies like panel meetings, peer lesson observation

and collaborative lesson planning were adopted this year, as in previous years. At the same time,

the Academic Committee also promoted cross panel collaboration through the implementation of

project-based learning. In this academic year, project-based learning between Ethics and History

was promoted in F.1. The scheme was extended to F.2 this academic year, involving Ethics and

Religious Studies and Geography. Peer observation was also encouraged as a strategy to foster

cross panel professional sharing. With the successful completion of the learning experience in this

academic year, the Academic Committee would continue to explore if it would be feasible to extend

the scheme to F.3 in the coming academic year. It was hoped that the extension could be

materialized in the Academic Year 2016-2017.

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Reflection

There was only one meeting between Form 1 parents and class teachers in September. More

meetings between teachers and parents can improve the communication between the two parties.

Parents would also like to meet subject teachers to discuss the performance of their sons in different

subjects. More parent education activities can help parents understand Jesuit values.

As the parent manager and his alternative were ex-officio members of the council of the Parents’

Association, they could reflect parents’ concerns when they attended the IMC meetings. Yet, more

time was required as the School at times needed to ask parents’ opinions via questionnaires before

a measure was to be implemented.

As the School campus is so large and the school buildings are over 60 years of age, support from

alumni has become more crucial. It is a challenge to both the School and the alumni.

From evaluation questionnaires and verbal sharing of teachers, we have received positive feedback

on all staff development programmes. This indicates that the direction of our work is recognized.

Nonetheless, in order to consolidate the efforts the team has made on fostering teachers’

professional development, we are finalizing the teacher competencies framework and designing

policies to help teachers identify their optimal route of professional development in light of the

framework in due time. Inspired by the successful experience in the IPP sharing sessions for new

teachers, similar sessions can be held also for more experienced staff members. Finally, in order to

nurture the cooperative culture and facilitate every staff member to contribute to the

implementation of the Examen in school, support groups can be established as a platform for

teachers to share their progress and challenges in promoting the Examen.

A new Science KLA coordinator would be appointed in the coming academic year. The coordinator

would explore means to promote cross panel collaboration within the KLA to help build up the

students' knowledge and skills in the junior secondary, which would serve as a kind of foundation

for them to excel in the senior secondary. It was believed that, when strategies could be worked out

to enhance cross panel junior and senior secondary collaboration in the Science KLA, these

strategies could be fine-tuned and implemented in other KLAs, like the PSHE KLA. Moreover, as the

school decided to introduce morning formation in the coming Academic Year, the Academic

Committee invited different subject panels to explore possible strategies to promote reading to

learn in morning formation. The Committee would further work out strategies with different panels

and committees to foster a stronger reading atmosphere in school.

2 1

Chapter 3: Our Learning and Teaching

As a Jesuit school, we emphasize the importance of personal care (cura personalis). With the support

from Wah Yan One Family Foundation, small class arrangements aiming at limiting the class size to

30 in junior forms and to not more than 34 in senior forms can be introduced. To cater for learner

diversity in the learning of languages, students can be allocated to classes of smaller sizes like 16 or

24 when it is believed that they can benefit from increased interactions between teachers and

students, and among peers. Such arrangements have been adopted for a number of years and a

study was carried out in the academic year 2013-2014 by a team of HKU professors to assess the

effectiveness of our SCT arrangements. It was found that the SCT arrangements can foster

interactions among teachers and students and thus enhance the effectiveness in teaching and

learning. The school adopted the team’s suggestion of refining our class allocation system to create

an environment that would promote collaborative learning and reduce the labelling effect. A new

class allocation system was proposed by the Academic Committee and it was agreed that it would

be implemented in the coming academic year.

The school, like other Jesuit schools, also aims at helping our students to live out the spirit of Magis

through striving for excellence, particularly academic excellence. To attain the goal, the school

decided to set the uniform test in the second term of this academic year to serve as a kind of

extrinsic motivator and help our students to evaluate their learning. The teachers might also adjust

their teaching strategies with reference to the students’ results. The effectiveness and logistics of

test have been evaluated and a number of changes would be introduced such as the duration of the

whole uniform test period, the mechanism of distributing and collecting question papers, and the

weighting of the uniform test in the second term assessment plan.

The school also works tirelessly towards the goal of building the school into a learning community,

which would eventually bring about improvement in our learning and teaching. Staff development

activities are organized throughout the year to enable the teachers to acquire the necessary skills

they need to deal with the everyday teaching and work pressure. The language panels work 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 of the public examinations. The Chinese Language Panel also joined the EDB

School-based Support Services Programme to review their curriculum and foster the spirit of

collaborative professional sharing within the panel. The Liberal Studies Panel also developed

learning packages with other schools in the professional network. Teachers of Science KLA also

participated in professional bodies to acquire and share professional knowledge.

The school also attaches great importance to values education. The Values Education Committee

has been working on the development of materials for a number of years and some of these

materials were tried out in the junior secondary. At the same time, the Committee also arranged co-

curricular activities to help our students nurture positive values. In view of the introduction of

Morning Formation and the Examen in the coming academic year, the Formation panel would be

2 2

set up to support form teachers in the preparation of teaching materials in the next academic year.

2 3

Chapter 4: Our Support for Students’ Development

In its fourteenth year of operation, the Student Affairs Committee develops student in non-academic

areas and coordinates the work of the Disciplinary Committee, Guidance Committee, Clinical

Psychologist, Educational Psychologist and School Social Worker. It does much to look after the

general and psychological well-being of students. It emphasizes forgiveness and personal care.

Every case of undesirable behaviour is carefully studied and analyzed, with an aim to help the

offender reform and see the necessity of having a strong sense of responsibility for the general good.

To facilitate this work, the Student Affairs Committee solicits the collaboration of parents. By doing

so, the committee has won the trust of the parents and respect of students.

The slogan of our school objective is “Live out the Spirit of Magis; Serve the school and the

Community”. The school identifies students’ varied needs for developmental support and is fully

aware of their attitudes, behavior and intellectual development. A whole-school policy is adopted

in support for student development through the coordination in planning and implementation. The

school has strategically fostered a caring and supportive campus. The students learn to establish

positive values and attitude through leadership training programmes, “Men for and with Others”

Programme, Magis Tutorial Service, Social Service Scheme and various extra-curricular activities.

According to the stakeholder’s questionnaire survey, the mean scores of teachers’ views on support

for student development have shown a significant increase from 3.80 (2012/13 academic year) and

3.87 (2013/14 academic year) to 4.12 (2014/15 academic year), which is more than satisfactory.

Similar improvement has been shown in the mean scores of students’ views on support for student

development from 3.56 (2012/13 academic year) and 3.69 (2013/14 academic year) to 3.77

(2014/15 academic year). The school provides an excellent environment to guide the students in

reflection and reinforcing their self-confidence and self-esteem.

Service is one of the main themes in the education offered by the school and students are constantly

reminded of the importance of providing service in whole person development. The Social Service

Scheme provides chances for the students to open their eyes to social injustice and the plight of the

sick, the poor and the neglected. The scheme has divided the services into two categories -

community service and school service in this academic year. 60% of the students fulfilled the basic

10 hours of community service, which is higher than last year (2013-2014, 56% of the students fulfill

10 hours of community and school service combined). 16% of the students fulfill more than 20 hours

of community service. This is in line with the school slogan of “serve the school and the community”.

The Men for and with Others Mentorship Programme has helped many generations of students on

their road to social and psychological maturity. Started in the 1980s, the programmes recruited

senior form students as peer counsellors. 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

2 4

from the peer counsellors, students and their parents is positive and encouraging.

The Disciplinary Committee helps the students to form their character with Jesuit values and fighting

spirit and develop self-discipline, respect and responsibility. The Disciplinary Committee has four

main foci towards discipline affairs: attendance and punctuality; proper use of mobile phones and

electronic gadgets; school uniform; and respect and clean speech. The awareness of students and

teachers towards these four areas has been raised through different programmes carried out by

Disciplinary Committee, Guidance Committee and Values Education Committee.

The 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 and group interviews, therapy services, sufficient

support and suitable arrangements for SEN students as well as good support for their family

throughout the year. Related information and case conferences of each SEN student are held for

all subject teachers at the beginning of the year to ensure that teachers understand the needs and

characters of the students. Both students and parents thus have built confidence in school,

achieved their learning targets and shown improvement.

Sharing a common educational vision, the School is a part of the Jesuit school system at three levels:

the China Province including Hong Kong, Macau and Taiwan, the Asia-Pacific region, and Jesuit

schools worldwide. From time to time, our school organizes or coordinates student exchange and

staff development programmes with schools at one or more of these system levels. This year, we

received boys from a Jesuit School in Taiwan for several days with home-stay at some parents’

houses. Exchange programmes and visits could broaden our students’ global views and Jesuit values.

The annual focus of Pastoral Team was on enhancing spiritual formation for students. Several

activities were organized regarding that purpose. For instance, retreats for senior students were

resumed, a pilgrimage to Xavier House on St. Ignatius’ Day was organized, an annual general meeting

for all Catholic students took place in September, and Catholic students were invited to mass during

Catholic formation sessions. Ignatian values have been incorporated into most of those activities. In

addition, Ignatian spiritual practices, such as contemplation and the Examen, were integrated into

the subject syllabus of Catholic formation. In order to encourage non-Catholic Wahyanites to hear

about and get involved in the Catholic family in the school, the four solidarities and Catholic

Association were asked to lead the opening prayer in assemblies. Catholic Association also designed

T-shirts and wristbands to popularize the Catholic community. They also ran an exhibition and

performance on the school opening day. This year, our team also cooperated with Values Education

Committee to launch the “Love Your Neighbour Campaign”. The team continued to organize two

annual events, namely service trip to Luoding and annual pilgrimage. All religious groups were

functioning properly under the supervision of the team.

Although the feedback on the activities was fairly positive, the level of spiritual development of

students was hardly satisfactory. The team considers the forming of religious atmosphere on campus

2 5

to be the key to promoting spiritual growth. Therefore, the team is looking forward to the successful

implementation of the Examen in the coming year, through which such atmosphere is likely to be

established. Besides, due to the change in education system, students begin to hold leading

positions for religious groups in their fourth or even third year of study. However, they often show

incapability of handling their responsibilities owing to their premature spiritual leadership.

Therefore, in the future, the team will be focusing on spiritual leadership training in the hope of

raising quality student leaders. Teacher advisors of religious groups are expected to play a more

dominant role in group affairs.

2 6

Chapter 5: Student Performance

5.1 The JUPAS Result and Overall Result

* The figures for 2015 are tentative figures.

The chart above indicates an improvement in the JUPAS offer rate. The improvement in the offer rate was

brought about by the significant increase in degree offers. Some of our students were admitted to highly

competitive programmes like Actuarial Science, Global Business, Law, etc., offered by local universities.

There is a trend that more and more of our students prefer to study abroad in the UK, the United States,

etc. They treasure the experience of studying abroad and think it can broaden their horizon.

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

2013

2014

2015

Local Degree Offers

Local Non-degree Offers

Overseas Offers

2 7

5.2 Performance in the Hong Kong Diploma of Secondary Education Examination 2015

Comparison of School Results with Day School Candidates

The chart above excludes statistics for electives with fewer han 5 students on average in the recent three years and the extended modules of Mathematics, which are not considered as electives.

From the chart above, we would be able to see that our students’ performance in most subjects is

better than day school students. For example, in English Language, 80.92% of our students got L4 or

above in the subject, compared to 26.1% for the day school candidates. At the same time, 99.42% of

our students attained L3 or above in the subject while only 52.4% of the day school candidates could

get the same results. In Mathematics Compulsory Part, 69.36% of our students got L4 or above in the

subject and the territory figure was 38.6%. The figures for L2 or above were 100% (our school) to

81.8% (day school). In Liberal Studies, 64.16% of our students could attain L4 or above and the

territory figure was 36.3%. For L2 or above, 99.42% of our students could attain the results while the

territory figure was 87.2%. In Chinese Language, our students’ performance is also better than the

day school candidates. In different electives, the percentages of our students attaining L4 or above

and L2 or above were also higher than the day school candidates.

2 8

Comparison of HKDSE 2015 Results with the Results in 2013 & 2014

The chart above excludes statistics for electives with fewer than 5 students on average in the recent three years and the extended modules of Mathematics, which are not considered as electives.

A comparison of the HKDSE results in the three most recent years indicated that the HKDSE 2015

results were generally the best or the second best in three years. For example, the percentages of

students attaining levels 3 and 4 or above in English Language were the highest in three years. The

percentages of students attaining level 2 or above in Mathematics (Core), Liberal Studies, Chinese

History, Geography, and attaining level 4 in Biology, Chemistry, etc., were the highest in three years.

For other subjects like Chinese Language, Mathematics (Core), Liberal Studies, BAFS, Biology,

Chemistry, Economics, Geography, Physics, etc., the percentages of students attaining levels 2 and 4

or above were the second highest in three years.

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5.3 Performance in Music

67th Hong Kong Schools Music Festival Result

Junior Boys' Choir (Foreign) First Division 2nd

Intermediate Boys' Choir (Foreign) First Division 1st

Intermediate Boys' Choir (Chinese) First Division 2nd

Senior Boys' Choir (Foreign) First Division 1st

Senior Boys' Choir (Chinese) First Division 2nd

Intermediate Mixed Voice Choir (Foreign) First Division

(with Belilios Public School)

2nd

Intermediate Mixed Voice Choir (Chinese) First Division

(with Belilios Public School)

2nd

Senior Mixed Voice Choir (Foreign) First Division

(with Heep Yunn School)

1st

Church Music (Foreign) - Secondary School

(with Sacred Heart Canossian College)

1st

Madrigal - Mixed Voice - Secondary School

(with Belilios Public School)

1st

Madrigal - Mixed Voice - Secondary School

(with Heep Yunn School)

2nd

String Orchestra - Secondary School - Senior 3rd

Hong Kong Schools Music Interflow 2015

Symphony Orchestra Silver

Education Bureau Music Showcase 2015

Best Music Prize Bronze Award

World Youth and Children's Choir Festival 2015

Wah Yan Junior Boys Choir Gold Medal and Finalist

World Youth and Children’s Choir Festival –

Hong Kong 2015

Jebsen & Co. Choral Arts Youth Scholarship

Wah Yan College, Kowloon Group Scholarship

3 0

5.4 Performance in Sports

5.4.1 BOCHK Bauhinia Bowl Award 2014-15 (Boys School) Most Progressive School Award

5.4.2 Sportsboy of the Year of Grantham Outstanding Student Athlete Awards 2014-2015 Cheung Wang Fung (4J)

Athletics (Division 1) Position

A Grade 5th

B Grade 5th

C Grade 10th

Overall 6th

Badminton (Division 1)

A Grade 5th

B Grade 7th

C Grade 5th

Overall 6th

Ice Hockey (Open) 2nd

Tennis (Division 1) 3rd

Swimming (Division 1)

A Grade 5th

B Grade 10th

C Grade 8th

Overall 7th

Water Polo (Open) 5th

Baseball (Open) 7th

Football (Division 1)

A Grade 7th

B Grade 7th

C Grade 5th

Overall 10th

3 1

Cross Country (Division 1)

Relegate to Division 2 in 2015-2016

A Grade –

B Grade –

C Grade 10th

Overall 13th

Orienteering

Kowloon District

A Grade 5th

B Grade 4th

C Grade 8th

Overall 7th

Final

A Grade 10th

B Grade 3rd

Overall 10th

Table Tennis (Division 2)

A Grade 8th

B Grade 7th

C Grade 1st

Overall 5th

Hockey (Division 3) 3rd

Basketball (Division 3)

A Grade 9th

B Grade 8th

C Grade 7th

Overall 30th

3 2

5.4.3 Sports Award

Name Events Grade Position

Inter-school

Athletics

Championships

(Division 1)

Cheung Wang Fung 110MH A 1st

Cheung Wang Fung 400MH A 1st

Fan Chun Yin 400MH A 4th

Wong Sung Hei Triple Jump B 3rd

Chan Chun Wing Win Javelin B 4th

Inter-school

Swimming

Competition

(Division 1)

Suen Wai Cheong 50M Free Style A 1st

Suen Wai Cheong 100M Free Style A 2nd

Inter-school

Individual

Fencing

Competition

Cheung Sai Kwong Epee C 17th

Chiu Yu Lok Foil B 22nd

Tang Tze Tung Foil B 25th

Ng Hoi Wang Sabre C 5th

Chau Yu Yin Sabre C 6th

5.5 Performance in Other Areas

English Language

66th Hong Kong Schools Speech Festival Position

Choral Speaking (Form 1) 3rd

Choral Speaking (Form 2) 3rd

Harmonic Choral Speaking (Form 3) 3rd

English Debating Competitions

4th WYK Junior Inter-school Debating Tournament 2nd runner-up

9th Senior HKSDPSC Debating Championship Quarter-finalist

10th Junior HKSDPSC Debating Championship Quarter-finalist

11th Junior HKSDPSC Debating Championship Semi-finalist

30th Sing Tao Inter-School Debating Competition Quarter-finalist

Hong Kong School Drama Festival 2014/15

EMI Drama Festival (Modern Drama) – Best Spoken English Award

EMI Drama Festival (Shakespeare) – Best Spoken English Award

Other Competitions

The World Scholar's Cup (Regional Round) – Team Writing: Senior Honour Roll

3 3

中國象棋

第十屆國慶盃中國象棋比賽

高中團體 第四

初中團體 季軍

2014 年至 2015 年度全港中學生中國象棋個人賽

高中團體 季軍

初中團體 季軍

總團體 季軍

香島盃第二十八屆全港中學校際中國象棋賽 初賽季軍

3 4

Chapter 6: Feedback and Follow-up

6.1 Management & Organization

This year, we set up the Incorporated Management Committee, which consists of managers of the School Sponsoring Body, Teachers, Parents, Alumni and Independent Manager. It is hoped the IMC can help to assure the quality of education, especially in the areas of teaching and learning, personnel management and financial management.

The Major Concerns of this year are as follows: 1) Develop diversified teaching strategies and cater for learners’ diversity, with high expectations of students; 2) Help the students to form their character with Jesuit values and fighting spirit; 3) Build a learning community, with focus on staff formation and self-evaluation. The situation is that we do not have any Jesuit fathers serving as full-time teachers at our school anymore. Without their presence, we need to set up a management system to realize our vision and assure the quality of education, with focus on staff formation, effectiveness of teaching and learning and students’ character formation, so that Wah Yan can have sustainable development.

We need to fine-tune the Planning-Implementation-Evaluation system so that we can have self-improvement and sustainable development. This year, we set up the School Improvement Committee, with a Vice Principal as the Chairman, in the hope that PIE can be embedded in our school culture. Yet, we still have a long way to go as we hope that we can make better use of in-depth and quality evaluation to give feedback to raise the quality of teaching and learning.

We aim at forming a learning community with our Ignatian Educators, who live out the Ignatian vision, inspire with Ignatian Pedagogical Paradigm, are caring educators, seek better ways to teach and learn and are fellow builders of community. To achieve this, staff formation is of utmost importance. This year, we set up the Staff Development Committee and staff formation programmes are planned in a systematic way. With the effort of the Chairman and the committee members, feedback on the arrangement of staff development activities is positive. According to the stakeholder questionnaire survey, teachers’ views on professional development is 3.4, the highest in the past three years. Yet, the committee is still at the starting stage, and our goal is to achieve a learning community, as stated in our vision.

We had an IMC Audit Inspection this year, and the report shows that there is significant improvement in the control procedures and accounting operations. Yet, there is still room for improvement in the areas of tendering and quotation, as well as accounting records and internal control.

This year, we had a Curriculum Visit of Physical Education and the officer has the view that we are above average in the areas of curriculum planning, teaching and learning, and the use of resources in P.E. education. Yet, it is advised that we should strengthen professional development of the teachers and assessment should have more variety and cover both knowledge and values.

In order to create more space and provide more support for teachers, the school will use the Senior Secondary Curriculum Support Grant and Career and Life Planning Grant to employ teaching assistants for subject panels and committees in the hope that teachers can have more time to focus on raising the effectiveness of teaching and learning.

3 5

6.2 Learning & Teaching

This year, one of the major concerns is “Develop diversified teaching strategies and cater for learners’

diversity, with high expectations of students”. According to the stakeholder questionnaire survey,

teachers’ views and students’ views on student learning are 3.7 and 3.7 respectively, which are more

than satisfactory. For the HKDSE, the overall result is similar to that of last year. The top achiever is 6C

Tang Yue Hin, Eric, with Level 5** in four subjects and 5* in two subjects. Yet, we hope that the students’

performance in Chinese Language can improve and the JUPAS offer rate can also improve.

We have been implementing Small Class Teaching for 6 years. According to the stakeholder questionnaire survey, teachers’ views on “My students take the initiative to learn” is relatively low, and it is the same for students’ views. To make better use of Small Class Teaching, teachers need to adopt diversified teaching strategies for students of different abilities so as to help our students to develop to be reflective and active learners. Teachers have to give more feedback to help the students to learn better and polish students’ higher-order thinking skills. It is expected that all students can become reflective and active learners so as to strive for better performance. Next year, the format of assignment inspection will be modified to better serve accountability and development purposes.

The school-based Scheme of Work has been introduced and the feedback is positive as it helps to have better curriculum planning. Next year, the subject Computer Literacy will be introduced in Form 1, to complement our curriculum in the area of technology.

Seeing that the students’ performance in Chinese Language still has a lot of room for improvement, the Chinese Panel will continue to join the School-based Support Services Programme provided by Education Bureau so as to review curriculum planning, collaborate lesson planning, promote assessment for learning and cater for learners’ diversity more. We will also appoint an experienced teacher to be the Senior Form Chinese Panel Head so as to support the current panel head in curriculum planning and raising the effectiveness of teaching and learning.

This year, we have added a uniform test in the second term in the hope that our students can be more active in learning and do revision in a timely way. In the next academic year, the Assessment and Examination Committee will be set up to co-ordinate assessment arrangement and promote the use of assessment data to feedback on learning.

Next year, we will have a new class allocation system in the junior form in the hope that the labelling effect of remedial classes will be reduced, collaborative learning will be encouraged and there will be more support for the average students.

6.3 Student Support & School Ethos

This year, we have a new artificial turf football pitch. With the new football pitch, we are pleased to see that more students stay behind after school, playing football or having a good time together with the schoolmates. More importantly, every weekend, alumni book the pitch and have reunion football games, helping to strengthen the bonding among the alumni and building a stronger community.

3 6

This year is our 90th anniversary and we use the context of anniversary activities to provide other

learning experiences for our students. We had our Open Days, with the theme on Reconciliation with

Creation, on 10th & 11th January, 2015 and more than 3,000 participants visited our school. Our

students organized the exhibitions, performances, games, invitational football matches, fun fair and

carnival and these were valuable learning experiences for our students.

The slogan of our school objective is “Live out the Spirit of Magis; Serve the school and the Community”.

The performance of our students show that they are living out the spirit of Magis and having

breakthroughs in various areas, like sports, music and service. We were awarded the Most Progressive

School Award of the Bauhinia Bowl Award, and 4J Cheung Wang Fung was awarded Sportsboy of the

Year of the Hong Kong Schools Sports Federation Grantham Outstanding Student Athlete Awards. Our

Senior Choir, Senior Mixed Choir and Intermediate Choir all won the championship in Music Festival.

Our senior choir also won a scholarship in the World Youth & Children’s Choir Festival. For service,

more than 420 students took part in Caritas Bazaar and helped the poor and the neglected.

The House System has been restored and the feedback is generally positive, helping to strengthen brotherhood across classes and forms and helping the students to nurture better fighting spirit. Yet, the House System has just been started and the activities were confined to Athletic Meet and post-examination activities. It is hoped that it can develop to include a wider variety of activities.

According to the stakeholder’s questionnaire survey, the mean scores of teachers’ and students’ views on support for student development are 4.1 and 3.8, which are more than satisfactory. Yet, the scores of teachers’ views on “The school’s discipline and guidance work is geared to students’ development needs” and students’ views on “My schoolmates are self-disciplined and abide by school regulations” are relatively low. This indicates that we should emphasize character formation of the students, in line with our Major Concern “Help the students to form their character with Jesuit values and fighting spirit”.

Next year, we will add 20 minutes’ Morning Formation period and the 10 minutes’ Examen time to the timetable and strengthen the role of class teachers in Values Education, in response to the Report of the External School Review 2011, in the hope that students can form the right attitudes and values and become reflective learners. At the same time, it is hoped that there will be better class atmosphere, each class just like a family.

A Jesuit Education Forum was held as one of the anniversary activities and Fr. Jose Mesa, Secretary for Education of the Society of Jesus, reiterated that Jesuit Education should nurture Human Excellence, with qualities of Competence, Commitment, Compassion and Conscience. This will be our direction of school development so that our students can develop to be better Men for and with Others.

Our future development will also incorporate the five missions set by Fr. Provincial: 1) Service of faith and promotion of justice; 2) Response to greater needs of society; 3) Ability to collaborate and network with others; 4) Feasibility and sustainability; and 5) Ministries in line with Jesuit tradition, so that our students will grow up to be leaders-in-service.

3 7

“Reconciliation with Creation” was the theme of our Open Days and the Programme of Reconciliation with Creation was set. Yet, it will take further effort to carry out the programme in the coming year.

3 8

Chapter 7: Financial Summary

The following tables show a summary of the school’s annual financial position:

I)

Type of Grant Note

Actual Opening

Balance($)

(as at 1.9.2014)

(1)

Actual

Income($)

(as at 31.08.2015)

(2)

Actual

Expenditure($)

(as at 31.08.2015)

(3)

Actual Closing

Balance($)

(as at 31.08.2015)

(4)=(1)+(2)-(3)

Expanded Operating

Expenses Block Grant

Basic Baseline / per class -

IMC 0.00 1,973,290.98 0.00 1,973,290.98

School & Class Grant 1 0.00 920,041.79 2,369,930.12 (1,449,888.33)

Noise Abatement Grant 2 0.00 227,897.00 0.00 227,897.00

Lift Maintenance Grant 0.00 0.00 74,160.00 (74,160.00)

Administration Grant 3 0.00 3,939,966.00 4,834,235.90 (894,269.90)

Supplementary Grant for Sch.

based Man. 0.00 0.00 23,250.00 (23,250.00)

Composite Furniture &

Equipment Grant 9 230,639.90 0.00 155,206.70 75,433.20

Composite Information

Technology Grant 4 0.00 407,089.00 582,235.33 (175,146.33)

Prog. Fund for Whole-sch.

App. to Guid. & Disc. 5 0.00 0.00 21,243.90 (21,243.90)

Capacity Enhancement Grant 6 21,315.86 557,148.00 594,934.15 (16,470.29)

Sub-total (I) 251,955.76 8,025,432.77 8,655,196.10 (377,807.57)

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II)

Type of Grant Note

Actual Opening

Balance($)

(as at 1.9.2014)

(1)

Actual

Income($)

(as at 31.08.2015)

(2)

Actual

Expenditure($)

(as at 31.08.2015)

(3)

Actual Closing

Balance($)

(as at 31.08.2015)

(4)=(1)+(2)-(3)

Government Funds Outside

EOEBG

Salary Grant - Teaching Staff 7 0.00 41,480,257.34 41,480,257.34 0.00

Salary Grant - Teaching

Supporting Staff 8 3,352.92 2,046,858.00 2,046,858.00 3,352.92

Salary Grant - Supply Staff 12,310.02 0.00 7,468.65 4,841.37

Non-Teach PF Scheme

Employer's Cont. 0.00 281,538.50 306,493.54 (24,955.04)

Com. on Home-sch. Co-

operation Grant 10,289.90 0.00 0.00 10,289.90

Teacher Relief Grant 0.00 433,940.62 229,954.30 203,986.32

Sch.-based after Sch. Learn.

& Support Prog. 10 43,200.00 45,600.00 43,515.00 45,285.00

Grants for the Establishment

and Operation of IMC 0.00 11,096.13 101,945.69 (90,849.56)

Diversity Learning Grant -

Applied Learning 11 0.00 53,700.00 53,700.00 0.00

Diversity Learning Grant -

Other Prog 12 0.00 105,000.00 124,375.41 (19,375.41)

Senior Secondary Curriculum

Support Grant

13,1

4 0.00 776,430.00 801,850.50 (25,420.50)

4 0

Career and Life Planning

Grant 0.00 517,620.00 507,903.75 9,716.25

Jockey Club Life Wide

Learning Fund 0.00 44,800.00 45,021.00 (221.00)

Learning Support Grant for

Secondary School 15 26,869.12 325,000.00 320,356.00 31,513.12

Moral and National

Education Subject Support

Grant

174,011.25 0.00 13,226.50 160,784.75

Community Care Fund

Assistance Programme 0.00 6,000.00 6,000.00 0.00

EDB Secondment Account 6,299.15

672,942.00

658,224.89 21,016.26

One-of Grant for Websams

Upgrading 50,000.00

-

49,500.00 500.00

Fourth Strategy on IT in Ed-

One off for Acq Mobil C 0.00

121,450.00

- 121,450.00

Sub-total (III) 326,332.36 46,922,232.59 46,796,650.57 451,914.38

III)

Type of Grant Note

Actual Opening

Balance($)

(as at 1.9.2014)

(1)

Actual

Income($)

(as at 31.08.2015)

(2)

Actual

Expenditure($)

(as at 31.08.2015)

(3)

Actual Closing

Balance($)

(as at 31.08.2015)

(4)=(1)+(2)-(3)

Subscription

General Fund 16 180,632.94 7,060,786.68 2,418,909.64 4,822,509.98

4 1

Wah Yan One Family

Foundation 17 333,128.33 4,621,510.19 5,266,195.75 (311,557.23)

Sub-total (IV) 513,761.27 11,682,296.87 7,685,105.39 4,510,952.75

SUMMARY

Type of Grant

Actual Opening

Balance($)

(as at 1.9.2014)

(1)

Actual

Income($)

(as at 31.08.2015)

(2)

Actual

Expenditure($)

(as at 31.08.2015)

(3)

Actual Closing

Balance($)

(as at 31.08.2015)

(4)=(1)+(2)-(3)

EOEBG (I) 251,955.76 8,025,432.77 8,655,196.10 (377,807.57)

Government Fund Outside EOEBG

(II) 326,332.36 46,922,232.59 46,796,650.57

451,914.38

Total (Government Funds) (I+II) 578,288.12 54,947,665.36 55,451,846.67 74,106.81

Subscription (III) 513,761.27 11,682,296.87 7,685,105.39 4,510,952.75

Total (EOEBG)+(Subscription)

(I+III) 765,717.03 19,707,729.64 16,340,301.49 4,133,145.18

Total (Govt Funds)+(Subscription)

(I+II+III) 1,092,049.39 66,629,962.23 63,136,952.06 4,585,059.56

Actual Expenditure($) (3) /

Budgeted Annual Expenditure ($)

EOEBG (I) 102%

Government Fund Outside EOEBG

(II) 103%

4 2

Total (Government Funds) (I+II) 103%

Subscription (III) 120%

Total (EOEBG)+(Subscription)

(I+III) 109%

Total (Govt

Funds)+(Subscription) (I+II+III) 105%

4 3

Chapter 8: Appendices

Appendix 1: Report of Career and Life Planning Grant (2014-15)

No. Strategies Actual

Implementation

Time

Achievements Reflection & Feedback

1 Building Learning Portfolio, using the eClass platform, in Junior Secondary

May 2015 Workshops were conducted

for all Form 1 classes in

May. The majority of

Form 1 students validated

their school activity and

service records. Some of

them included their outside

school activity records and

self-reflection in their

ePortfolio records.

Students’ awareness in

building and maintaining

their learning portfolio was

generally enhanced.

Not all students input their outside school activity records. The percentage of students who completed the reflection on their learning experiences was less than 30%. It is proposed that class teachers’ roles in building students’ learning Portfolio can be enhanced. Some materials can be prepared for junior form class teachers to deliver during the morning formation classes. The reflection writing component can be integrated as an online writing exercise in English subject. New elements such as goals setting and evaluation of learning achievements can be included.

2 From Self-understanding to Career Planning - workshop for junior form students

Oct 2014 Workshops were delivered

to all Form 2 students.

They were stimulated to

think about their aspiration

for future career/further

study. Information about

the major career areas of

their interest was collected

in workshop and it was very

useful for the Careers and

Life Planning Committee to

schedule appropriate

activities in the future.

It was noticed that the

students’ feedback on career

aspiration was very weak in

some classes.

It is suggested that the

arrangements of the

programme can be fine-tuned

so that the class teachers can

access their students’ feedback

earlier and do the follow-up

accordingly.

3 Career Mapping -

Curriculum based

May 2015 Workshops on life planning

were delivered to all Form 4

The awareness of career

planning was raised among Form

4 4

No. Strategies Actual

Implementation

Time

Achievements Reflection & Feedback

programme to

develop students'

life planning skills

for Form 4

students

students during normal

class time. The concept of

Holland’s career personality

types and work values were

introduced and students

were encouraged to draft

their career/further studies

plans and to participate in

summer work experience

programmes or summer

institutes.

4 students. The students

became more ready to explore

their further plans. More Form

4 students were willing to

participate in summer work

experience programme this year

as a result of these workshops.

It is suggested that more

resources can be allocated for

students, especially those with

financial needs, to participate in

summer work experience

programmes or summer

institutes.

4 Career Interest

Inventory and

Individual

Counselling on

careers aspiration -

Senior Secondary

April - May 2015 Almost all Form 5 students

completed the Career Interest

Inventory (CII), an online

career interest assessment, in

April. Students were able to

revise or re-confirm their

further studies plans based on

the assessment results.

Individual counselling sessions

were conducted for more than

40 students.

With the assessment results and

counselling sessions, solid advice

was provided to students on

further study planning. More

information about students’

aspiration for further study

pathways was collected for

planning of talks and information

sessions in Form 6.

It is suggested that Form 5/6 class

teachers can be allowed to access

the CII information so that they

can help with the follow-up

counselling work.

Class teachers and other careers

teachers will be encouraged to

attend relevant training courses

in careers counselling.

5 Help to carry out

Life-wide Planning

Programmes by

employing a GM

teacher and a

Whole year With reduced teaching load

and administrative load, the

careers master and assistant

careers mistress had more

room to implement the life

Careers master and assistant

careers mistress will continue to

take the leading role in

planning and implementing

the life planning programmes.

4 5

No. Strategies Actual

Implementation

Time

Achievements Reflection & Feedback

Teaching Assistant planning programmes in junior

and senior forms effectively.

It also increased their capacity

to offer counselling services

and support to meet the

individual needs of senior

form students.

Collaboration with class

teachers and subject teachers

will be enhanced to deliver life

planning education in a more

whole-school scenario.

The Teaching Assistant's role in

organizing life planning

activities will be further

streamlined to manage the

event logistics.

4 6

Appendix 2: Report of Capacity Enhancement Grant (2014-15)

No

.

Strategies Actual

Implementation

Time

Achievements Reflection & Feedback

1 1) Employment

of 1.3 full-

time English

teachers

2014-15 The employment of

the extra teachers can

help to implement

Small Class Teaching.

With Small Class

Teaching, we can cater

for learners’ diversity

more, give more

personal care for the

students, improve

teacher-student

relationship, reduce

learners’ anxiety and

help to motivate the

students.

The 1.3 teachers also

contribute to the good

result of English in the

HKDSE 2015, showing

continuous

improvement.

According to the

appraisal reports of the

1.3 teachers

concerned, both of

them are good in

teaching and learning.

Besides teaching

duties, the two

teachers also help with

drama activities and

HKDSE oral practice.

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.

We need to adopt diversified

teaching strategies for

students of different abilities

so as to make the lessons

interactive, with more

student participation.

Teachers have to give more

feedback to help the students

to learn better and polish

students’ higher-order

thinking skills. Staff formation

and staff development are

crucial in the hope of forming

a learning community.

4 7

Appendix 3: Report of Senior Secondary Curriculum Support Grant

No. Strategies Actual

Implementation

Time

Achievements Reflection & Feedback

1 2) Employment

of a full-time

LS teacher

2014-15 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

learners’ diversity

more, give more

feedback and help the

students to master

examination skills

better.

The appraisal report of

the LS teacher is

excellent.

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.

3) Employment

of 3.2

Teaching

assistants (LS,

Chinese,

Mathematics,

Pastoral)

2014-15 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 students.

Panels have to plan

carefully how to make

better use of the

Teaching Assistants to

contribute to the

preparation of quality

learning resources

deliverables. More

concrete guidelines have

to be provided so that

the Teaching Assistants

can realize their full

potential.

Evaluation of work has

to be done in a timely

way.

4 8

Appendix 4: Report of Learning Support Grant

No. Strategies Actual

Implementation

Time

Achievements Reflection & Feedback

1 Employment of

EP and CP (part

time)

1 Sept 2014- 31

Aug 2015

Many SEN students

have progress in

behaviour, social skills

and peer relation

because of the

professional support

from EP and CP

Parents are very

satisfied with our

service

EP, CP are very

professional in their

support for SEN

students, and has

helped them in making

significant progress in

proper behavior and

better peer relations

4 9

Appendix 5: Report of School-based After-school Learning and Support Grant

School-based After-school Learning and Support Programmes 2014/15 s.y. Name of School: Wah Yan Col lege, Kowloon

Project Coordinator: Cecil ia Chow Tze Sze Contact Telephone No.: 23841038

A. The number of students (count by heads) benefitted under this programme is 8 (including A. 2 CSSA recipients, B. 6 SFAS full-grant

recipients and C. 0 under school’s discretionary quota).

B. Information on Activities under the Programme

*Name / Type of activity

Actual no. of

participating Eligible

students #

Average attendance

rate

Period/Date activity held

Actual expenses ($)

Method(s) of evaluation (e.g. test, questionnaire, etc)

Name of partner/ service provider

(if applicable)

Remarks if any (e.g. students’ learning and affective outcome)

A B C

Instrumental Class 1 4 95% Oct 14 to May 15 15,000 questionnaire /

Belgian Music Tour 1 2 100% Sep 14 to June 15 22,162.50 questionnaire /

Total no. of activities: 2

@No. of participation counts 2 6

Total Expenses 37,162.50 **Total no. of participation

counts

8

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).

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

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):

5 1

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.