WA YING COLLEGE
ANNUAL SCHOOL REPORT
(2014‐2015)
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WA YING COLLEGE School Administrative Structure Diagram A (14/15) Admin15.doc
Incorporated Management Committee (Supervisor)
Supervisor
Principal
Vice-Principals & Dean of Students
School Policy Committee Crisis Intervention Unit
School Administration Board Academic Board Student Support & Development Board
Academic Curriculum Whole-Sch. Administration Development Lang. Policy Coordinator Committee Supervisor
Departments
Awards, IT Support Librarian & Staff Dev. & Test & OLE Subjects Prizes & Committee Reading New Teachers Examination Coordinators Scholar- Promotion Induction Unit Unit ships Unit Coordinator Co-curricular Activities Promotion Units 2
WA YING COLLEGE School Administrative Structure Diagram B (14/15)
Student Support & Development Board
Careers & Counselling Discipline Extra- Moral & Religious Further & Committee curricular Civic Education Studies Guidance Activities Education Committee Committee Committee Committee Committee
Developmental Remedial Prefects’ Service Life-wide Students’ Teachers’ & Preventive Service Board Education Learning Christian Christian Service (Case (Community Experience Fellowship Fellowship Intervention, & In-School (Jun. & Sen.) Peer Tutorial Service) Scheme, Learning Support for Junior Programs for PCS, SENs) Develop- Target Gps. Caring Advisors of Leadership mental (SENs, low Ambassa SU Advisory Houses, Clubs & Training Program motivation, -dor Board Soc., Service Gp., me passive etc.) Interest Classes, Co-curricular Act. Promotion Com., Student- Form societies teacher Council 3
WA YING COLLEGE School Administrative Structure Diagram C (14/15)
School Administration Board
Administration Co-ordinator Finance & Budgeting Committee
Tender Tender General Green Resource School F1 SSPA : IMC Opening & Approving Affairs School Unit Safety F.1 Information Day Transition Vetting Unit Unit Unit Unit F.1 Interview Prep. Unit Unit
IT Support School School School Alumni Home (Admin. & Image Redevelop- WYC Self- Student Time table School School Technical Promotion ment Ad hoc Heritage evaluation Welfare Arrange- Co-op. Co-op. ment Services) Unit Group Convenor Ad hoc Com. Unit Com. Unit Group Convenor
Alumni PTA Asso.
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A. Our School 1. Mission To foster the whole‐person education based on Christian principles; to guide students to lead an abundant life in Christ; and to carry the school tradition of perseverance, diligence, frugality, love for the school and respect for teachers.
2. History background Wa Ying College was first founded by the Methodist Church in Foshan, southern China in 1913. Since then, the school had been highly acclaimed and attracted students from afar, including many from Hong Kong. During World War II, the whole school moved to Hong Kong and established itself at Tung Chung on Lantau Island, and later in Shatin. It moved back to Foshan after the war. It was eventually closed in 1951 as all schools had to be operated by the Chinese government.
In 1962, the Wa Ying College Alumni Association of Hong Kong was formed. The alumni were keen on re‐establishing Wa Ying in Hong Kong and made a proposal to the Chinese Methodist Church in 1969. The alumni pledged to raise funds to start the building project and entrusted the school to the church as in the past. With less than 400 alumni, nearly $300,000 was raised. In addition to a loan of $250,000 and a subsidy of $2,000,00 granted by the Hong Kong Government, the dream to resume the school came true. Construction work began at its present site in 1970. In September 1971, the new Wa Ying College started with 18 teachers and 12 classes. The school gradually expanded up to 31 classes by the year 1983.
3. Facilities The school site covers an area of about 5,000 square metres. There are 25 standard classrooms, a chapel, a staff common room and 15 special rooms or laboratories for the teaching of science subjects, geography, art, music, technical subjects, computer, home economics and languages.
The school hall is air‐conditioned with a seating capacity of 1,200 and below it is a covered playground. On the mezzanine, there is a Chapel for worship and other religious activities. On the ground floor, there is a student canteen, a tuck shop and a room for the Student Union. The open space outside the building contains a basketball court, two volleyball courts and a car park.
Thanks to the donation of alumni, parents and students, our school hall, covered playground and classrooms are air‐conditioned and equipped with audio‐visual aids and facilities.
The new school annex with a lift, a new computer room, a new Geography room, two classrooms and a staff common room was open for use in the school year of 2001. Funding from QEF enables the establishment of the Graphic Communication Laboratory, the Robotics Laboratory and the Multimedia Learning Centre installed with the latest IT equipment. The covered playground and the language laboratory were renovated and installed with IT equipment by August 2003. These new facilities and the newly installed equipment of information technology further enhance our quality of learning and teaching.
4. IMC composition The total number of members was 27 and they were the representatives of Sponsoring Independent Principal Parents Teachers Alumni Body Manager 15 1 1 2 2 6
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5. Teaching Staff: a. Highest academic qualification attained by teachers
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29 Tertiary, non‐degree Degree Master 35
b. Experience The average teaching experience in the total number of years: 19 years
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9 0 ‐ 4 years 5 ‐ 9 years 10 years or above
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c. Number of teachers in attaining Language Proficiency Requirement (LPR) All English teachers (14) and PTH teachers (5) attained the LPR.
6. Administrative Structure (Please refer to pp.2‐4.)
7. Students a. Number of Classes and Students F.1 F.2 F.3 F.4 F.5 F.6 Total No. of classes 4 4 4 4 5 5 26 No. of students 136 144 139 141 171 170 901
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b. Students’ Attendance Students' Attendance Rate (%)
99.5
99.0
98.5 12/13 (%) 98.0 13/14 (%)
97.5 14/15 (%)
97.0
96.5 Forn 1Form 2Form 3Form 4Form 5Form 6
c. Current Pursuits of graduates
d. Reading Habit Students’ frequency of borrowing reading materials from the school library (in %) Students' frequency of borrowing reading materials from the school library 2014‐2015 (in %)
45 40 35 30 25 F.1‐3 (%) 20 15 F.4‐5 (%) 10 5 0 Never Less than Once a Once every 2 Once a week once a month month weeks or more
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8. Curriculum and Teaching Time a. Subjects offered F.4-6 KLA Subjects F.1 F.2 F.3 (DSE) Medium of instruction in English English English Medium of instruction in Chinese Chinese Chinese Chinese Literature
Putonghua
Maths. Mathematics
Maths. Module 1
Maths. Module 2
Sc. Ed. Integrated Science
Physics
Chemistry
Biology
PSHE Chinese History
History
Geography
Economics
Foundation Studies
Liberal Studies
Religious Education
Tech. Ed. Design & Technology
Home Economics
Computer Studies
Art Ed. Visual Arts
Music
P.E. Physical Education
b. Overall Percentage of Teaching Time of Each Key Learning Area and Other Learning Experience
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B. Achievements and Reflections on Major Concerns Major Concern 1: To Cater for learner diversity (A) For administration [I] Facilitating whole‐school curriculum planning by re‐structuring the class size and maximizing choices of electives offered in the coming senior forms, with reference to financial and human resource planning [1.1] Setting up a task force to draft the plan for senior class structures of the coming academic years [1.1.1] Review This is the first year of having 4‐class in Form 4. As there would be 4 classes, instead of 5 classes in F.4 in 2014‐2015, a new choice of electives offered to F.4 should be discussed. A task force, comprising of members of Curriculum Development Committee, Chairladies of Counselling and Guidance Committee and Career and Further Studies Committee (the latter two Committee Heads joined in order to cater for the needs of Special Education Needs (SEN) students) , was set up in order to maximize choices of electives offered to F.4 students. The task force took students’ preference, manpower allocation and feasibility of timetabling into consideration. 4 ad hoc meetings were convened to discuss the choice of electives. Subjects with students less than 10 would not be offered. Mathematics (Extended Parts) Module 1 and Module 2 should be blocked to F.4A and F.4B because of timetabling and examination arrangement issue. The first elective was fixed in each class with Physics, Chemistry, Economics and Geography in F.4A, F.4B, F.4C and F.4D respectively. The second elective was barred to the science students only with Biology, Physics and Geography whereas Chinese Literature and History will be offered to Arts students in the second elective. The choice of electives offered in the third elective was open to all F.4 students. Finally, only 38 choices of electives were offered.
[1.1.2] Suggestion for improvement ․ 2014‐2015 F.4 curriculum is only a trial and the school has to review the curriculum to see if the choices of electives can satisfy the majority of students’ preferences and cater for the learning needs of students. There is a need to have a trial in the second and even third round to see if any other alternative subject combination can be offered. Also, there is a need to see if more electives can be offered as the retirement and the return of manpower to the Education Bureau can be matched.
[1.2] Drafting a 5‐year human resource plan [1.2.1] Review ․ A 5‐year human resource plan was drafted in which there will be some retired teachers in the coming years. Rationales should be spelt out more clearly in the resource plan. Matters concerning the Senior Secondary curriculum should be reviewed in order to handle the 4‐class in each senior form and the issues arising from the optimizing class structures in the forthcoming years.
[1.2.2] Suggestion for improvement ․ It is only a preliminary one. More concrete and detailed information, for instance, the number of classes in each elective to be offered, should be solicited from the students. Rationales can then be spelt out to work out a clearer picture of manpower deployment and allocation in the future.
(B) For teaching and learning {1} To devise a whole‐school differentiated curriculum for addressing different learning needs of students. [1.1] To narrow students’ learning gap in junior forms [1.1.1] Review ․ Bridging program was completed in F.1. The current bridging programme run by the English Department in summer and those in some English as medium of instruction (EMI) subjects seemed to be insufficient. Some students encountered great difficulty in their studies.
[1.1.2] Suggestion for improvement ․ The focuses of the programme in future should include language needs in learning EMI subjects, study skills and time management. It was also suggested that some online materials for specific subjects should be sought or prepared as pre‐lesson activities. The package on high‐order thinking skills developed by the Chinese University of Hong Kong should also be tapped. 9
․ Some proposed reserving the afternoon sessions in the first two weeks of school to run the bridging programme, while some suggested using the afternoon sessions in the first week only as a trial. The Chairlady of the Curriculum Development Committee would explore the feasibility. It was also suggested seeking the advice of the Head of the Language Across the Curriculum Team, on the needs of students.
[1.2] Small Group Teaching in F.3 [1.2.1] Review • Two F.3 classes (C and D classes) were split into three groups for Mathematics lessons. Some students who failed in this subject last year demonstrated a slight improvement. They got grade E or above in this year. However, some students affected by the factors still could not get a satisfactory result. • It was recommended that small group teaching should not be run in F.3 since it would affect the fairness in F.3 streaming. Besides. There was no trimming on curriculum. Thus, it was unable to address students’ learning difficulties in the subject.
[1.2.2] Suggestion for improvement ․ Owing to the lack of human resources, small group teaching would not be run next year.
{2} To boost students’ learning capacity [2.1.1] Review ․ Programmes for talented and gifted students ․ Students were nominated to participate in gifted programmes organized by universities in Hong Kong and Hong Kong Academy for Gifted Education. ․ It was mentioned that it was a good practice to tap resources such as the dual programmes of the Hong Kong University of Science and Technology or gifted courses run by the University of Hong Kong and the Chinese University of Hong Kong. Other resources such as the International Science Olympiad and courses run by the Hong Kong Academy for Gifted Education were also suggested.
[2.1.2] Suggestion for improvement ․ Some Curriculum Development Committee members queried whether there should be a standard of criteria for selecting students. However, it would not be feasible as the requirements for different programmes would be so diverse. It was suggested that the criteria should be set by members in each Key Learning Area or subject. ․ It was suggested that some programmes would be costly and this deterred students to participate in. Members in Curriculum Development Committee said that financial assistance might be offered to students in need. ․ It was also suggested that more junior students should be nominated to join the gifted programmes.
{3} To facilitate students to acquire betters in HKDSE [3.1.1] Remedial classes • Mathematics and Chinese remedial classes were provided for F.5 and F.6 students who had dropped 1 elective subject. • Economics, Chinese History and Biology enhancement classes had been run during the holidays. • Students’ and teachers’ feedbacks on the classes were very positive.
[3.1.2] Suggestion for improvement • It was mentioned that two remedial classes in F.5 Mathematics and one remedial class in F.6 Chinese would be kept. • It was suggested that the enhancement classes would be kept in the coming year by applying After‐ School Grant (Community‐based Project).
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[3.2] Review on senior secondary curriculum [3.2.1] Review • Teachers mentioned that our current senior secondary curriculum could address the diverse needs of students with different abilities, especially the Special Education Needs (SEN) students. • Teachers also commented that there might be 2.5 classes taking mainly science subjects, not 2 classes since the subject combination of Economics, Chemistry and Biology would also be popular.
[3.2.2] Suggestion for improvement • To further address the diverse abilities, needs and interests of students, it was suggested that our school needed to look into the possibilities of allowing students to take two elective subjects in F.4. • It was also suggested to offer more flexible subject combinations such as promoting more Applied Learning courses to students. • It was suggested to tap more external resources to offer joint‐school network programmes.
{4} To facilitate teachers to implement differentiated instructions to address students’ different learning needs [4.1] To address different needs and abilities of students and increase students’ confidence in learning [4.1.1] Develop teaching and learning materials in the lessons of Life and Society [4.1.1.1] Review • Some new strategies such as tiered tasks, etc. were incorporated in the lessons of Life and Society in F.1 and F.3. However, students could not transfer the skills if only one subject was involved. There was also a need to refine the curriculum in F.2 as well.
[4.1.1.2] Suggestion for improvement • It was suggested that a task force comprising subject teachers in the Personal, Social and Humanities Education (PSHE) Department should be formed. The new members would learn the strategies and try out some of them in their own subjects in F.2 next year. • It was hoped that more curriculum leaders could be trained to adjust the curriculum of their own subjects to address learner diversity. • A school‐based checklist of the strategies concerned could be developed.
[4.2.1] Develop teaching and learning materials in F.3 English [4.2.1.1] Review • Programme to enhance the low achievers’ writing skills in F.3 had been run in the second term of this academic year. Miss Lam Wai Man, Mandy was also invited to run this programme. • Teachers’ feedback was positive as the low achievers in F.3 demonstrated a slight improvement in their writing. For example, they could use the vocabulary which taught in lessons to write their composition. Besides, the length of their composition was longer than before.
[4.2.2] Suggestion for improvement • It was suggested that the experience of running the programme would be shared in the English Department. • Other differentiated instructions to address different learning needs in English lessons would be further explored by the English Department.
{5} To build ethos to recognize diversity and individual differences of students [5.1] Promote article sharing among teachers [5.1.1] Review • Articles about teaching strategies for addressing different learning needs in classrooms had been distributed to teachers. However, owing to the heavy workload of teachers, only one or two articles had been shared in the department meetings or subject interflows.
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[5.1.2] Suggestion for improvement • It was commented that the length of the articles was too long to study; summary of the articles should be provided. • It was also suggested that some useful teaching strategies could be shared in the subject interflows.
[5.2] Organize staff development to build ethos among teachers [5.2.1] Review • Staff development to build ethos among teachers to recognize diversity and individual difference of students during learning process was organized. • Mr. Ng King Fai, Ken disseminated the teaching materials and strategies used in Life and Society lessons to address different learning needs of students. • Lesson plans to cater for learner diversity had been developed after the staff development held on 24th March 2015. All had been uploaded to "Waying” google platform.
[5.2.2] Suggestion for improvement • It was suggested that more sharing sessions could be organized in the subject interflows.
{6} To create differentiated assessment for learning [6.1] To assess students’ performed against learning objectives [6.1.1] Review • The scripts of students attaining Level 4 in 2014 in different subjects were purchased. Department and subject heads had analyzed the scripts with subject teachers in the subject interflows or department meetings. • Department and subject heads needed to discuss in the meeting the implications of such an analysis on teaching and the focus of scripts to be selected in the coming year.
[6.1.2] Suggestion for improvement • It was reminded to make good use of the statistical reports of the public assessments purchased by the school. • The practice of purchasing HKDSE scripts would be kept in the coming academic year.
Major Concern 2: Whole‐school Approach in Life Planning Education (A) For administration [1] To take the leading role in implementing the life planning education by Student Support and Development Board [1.1] Review ․ A team of six members from the Student Support and Development Board, namely Miss Lau Mei Chu, Amy, Vice‐principal, Miss Wong Lai Wah, Dean of Students, Mrs. Cheung Cheuk Fai, Sharon, the Chairlady of the Counselling and Guidance Committee, Mr. Chan Wai Fat, the Chairman of Extra‐ curricular Activities Committee, Mr. Chan Wai Hung, the Chairman of the Religious Education Committee, and Mr. Yung Chi Ho, the Chairman of the Discipline Committee went to Taiwan for the Life Education visit with the Principal. The Life Education visit to Taiwan was organized by the Methodist Church. The visit was fruitful and gave much insight to the participants. The support from the Methodist Church was enormous in helping the school to organize the life education elements to the students.
[1.2] Suggestion for improvement ․ On the whole, the life education visit to Taiwan was successful and this inspired the senior teachers to take the lead to organize the life education elements in the school. It was suggested that more teachers should get involved in the visit in order to provide a holistic development of life education in school.
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(B) For Student Support [1] To develop the school‐based life Planning Education Curriculum {2.1.1} Review ․ Basically, the school‐based senior curriculum for “life Planning for Balanced Development for Senior Forms”, integrating Common Recruitment Examination Programmes and Other Learning Experiences was developed. But there would a need to further develop a more systematic curriculum for life planning education which would incorporate life education as well. ․ As for junior forms, foundation elements for Life Planning Education were incorporated into their Moral and Civic Education curriculum. Interest classes, Wa Ying’s Got Talent and showcases of talents were successful in providing platforms for students to cultivate their interests and explore their strengths. ․ There had been more fluid collaboration among Student Support and Development Board Committees in developing and implementing Life Planning Education programmes, especially when their heads had shared vision. ․ In addressing the learning needs of students, Curriculum Development Committee had run tutorials of some subjects for senior students. Effectiveness was yet to be addressed since the classes were run on voluntary basis. ․ Extra‐curricular Activities Committee had been drafting a handbook for lower form students. The handbook targets on helping students to record the extra‐curricular activities they would like to join in the next year. Information of some internal and external award schemes, gifted programmes, training programmes and scholarships would best be included for reference. ․ Career and Further Studies Committee had prepared booklets and leaflets for students and parents of various forms because giving information directly to them at different timely stages seemed to be more effective. Moreover, more up‐to‐date information could be prepared for parents every year. But Career and Further Studies Committee would also consider preparing a handbook with all information for teacher mentors so that they could offer better guidance to students. In the handbook, real cases and frequently asked questions might also be included. ․ More effort had been made in facilitating better collaboration with Awards, Prizes and Scholarships Unit and gifted programmes. But there was a need to explore how to make use of those programmes to motivate students to strive for excellence.
[2.1.2] Suggestion for improvement ․ There would be a need to add in trial modules for Life Planning Curriculum or life education in Friday assemblies or form teachers’ periods for senior forms, and explore collaboration with Religious Education teachers. ․ It would be better to start the teacher mentorship scheme earlier in F.5 so as to offer more comprehensive and holistic guidance in Life Planning Education. ․ There would be a need to guide students and teacher advisers / mentors how to use the Career and Further Studies Committee and Extra‐curricular Activities Committee handbooks for tutorial classes for targeted low‐achievers funded by Community‐based Project, which should better address diverse learning needs. ․ There would be a need to explore the feasibility to replace the general big brother tutorial scheme with subject‐based tutorial classes for targeted low‐achievers funded by Community‐based Project, which should better address diverse learning needs. ․ There would be a need to work more closely with the Vice‐principal of Curriculum Development Committee so as to facilitate better implementation of Life Planning Education. ․ There would be a need to offer more leadership training or guidance to club committee members who are inexperienced or of average ability.
[2.2] To develop teachers’ professionalism in offering individual support for student planning [2.2.1] Review ․ Teachers’ professional developing in providing career and further studies: Teacher training focused mainly on the members of Career and Further Studies Committee as no staff development day was allocated to this purpose this year. A teacher had studied a course for Life Planning Education and other members had also taken some related training. ․ Support to form teachers in pastoral care: Cooperation between form teachers and Discipline 13
Committee and Counselling and Guidance Committee conveners became closer. Form teachers of junior forms, especially the experienced ones, were more ready to initiate developmental programme which could better address the needs of their class/form. As for senior forms, some form teachers were elective subject teachers teaching only a few students of the class. It was suggested co‐form teachers should be extended to senior forms. Then form teachers’ role as the key life educators could be fostered. ․ Since senior teachers were eager to ask the Careers Mistress about the latest information about university entrance requirements, we could consider involving Career and Further Studies Committee members to sit in F.3 and F.6 form teachers’ meetings. Communication between Career and Further Studies Committee and form teachers could be enhanced. Sharing of information about updated university admission requirements, career related issues and etc. could be improved. ․ Teacher training in Special Education Needs: Most teachers receiving training were Counselling and Guidance Committee and Discipline Committee members. It would be necessary to extend training to other teachers with the aim of having at least one teacher from each Key Learning Area, attending some courses related to the handling of Special Education Needs students.
[2.2.2] Suggestion for improvement ․ Teacher training on Life Planning Education should be of higher priority for the next academic year; ․ Supportive measures should be offered to facilitate form teachers as the key life educators. ․ Career and Further Studies conveners should be assigned to sit in F.3 and F.6 form teachers’ meetings ․ Teacher training in Special Education Needs should be planned strategically so that there would be at least one trained teacher in each Key Learning Area.
[3] To encourage students to pursue their dreams when exploring their pathways [3.1} Review ․ The theme of this year, dream, was well‐received by both teachers and students. Both subject teachers and teacher advisers encouraged students to explore or pursue their dreams. More students dared to dream some even shared the problems encountered with teachers or social workers. ․ Encouraging students to pursue their dreams with real stories, especially stories of alumni, was proved to be effective in proving role models for inspiration. ․ The career expo and socio‐games for F.3 and F.6, with follow‐up work by Career and Further Studies Committee, social workers and form teachers, were well‐received. But the timing for F.6 socio‐game and mock release of HKDSE results would be better arranged in the beginning of the year, so as to allow students opportunity to plan for their studies and pathways. ․ As for the interest classes and talent showcases for junior forms (F.1‐F.2), they were successful in encouraging students to explore and share their interests and strengths. And even the alumni tutors or coachers were ready to support these functions as they found them meaningful and positive in building up the little brothers/sisters. ․ Career and Further Studies Committee has made various endeavours to enlist support from alumni, non‐governmental organizations and universities (both local and overseas) to enrich students’ exposure to different pathways and the career world. More students dared to consider pathways beyond their comfort zones.
[3.2] Suggestion for improvement ․ The theme of dream should be extended to the next academic year with more emphasis on handling obstacles during the pursuit: how to achieve breakthrough for personal growth and how to be grateful for supporters.
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Major Concern 3: Raising the effectiveness of school management (A) For administration [I] Setting up a task force to draft the plan for senior class structures of the coming academic years [1.1] Review • The school had facilitated the committees/units to place evaluation focus on development priorities and impacts on student learning. • The school had also facilitated the subjects to conduct in‐depth analysis of various resources of evaluation data to inform subsequent review and planning. • Mr. Liu Ah Cheun was invited to share on how to make use of the School Value Added Indexes in order to help analyze students’ performance in the HKDSE. The talk was so successful that the percentage of getting Level 5 or above increased in 2015 HKDSE. • Students’ HKDSE scripts were also purchased to help analyze students’ performance in the HKDSE in 2014. A focus of purchasing Level 4 scripts was done with a view to knowing students’ performance in the public examination and help improve learning and teaching. • The administrative structure was trimmed down and restructured. The Information Technology Support Committee with both Administration and Learning and Teaching was combined. The fund‐ raising unit was combined with the Student Welfare Committee because the fund raised was to bring the benefit to the students. • The stakeholders’ surveys and the APASO data were used to help solicit the views of different stakeholders and the School Development Plan 2015‐2018 was made.
{1.2} Suggestion for improvement • The administrative structures needed to be further trimmed because teachers might have too many meetings that might minimize their chance to meet students. • The views of teachers could be further solicited to get a clearer picture of how the school can be developed. The staff meeting that aims to solicit teachers’ views, rather than making announcements, should be conducted.
[2] To improve the school campus and facilities to meet the recent and future educational needs • The Technical Feasibility Statement was submitted to different government departments in March 2015 and the Education Bureau reported that there was a need to include the School Improvement Project that would be within 10 years. The new Technical Feasibility Statement had to be submitted to the different government departments again. • A task force had not been set up to handle the rebuilding of the school campus and the Technical Feasibility Statement was still waiting for reply.
[2.2] Suggestion for improvement • The view from the experts should be solicited in order to handle the rebuilding of the school campus in an easy way.
[3] To migrate the School Management Committee to the Incorporated Management Committee smoothly [3.1] Review • The migration from the School Management Committee to the Incorporated Management Committee was done smoothly.
[3.2] Suggestion for Improvement • As there would be more flexible in using the school finance, there would be a need to know more about this in attending the courses of school finance. • The accountability of the Incorporated Management Committee increased and there would be a need to let the committee members know the running of the school via different channels.
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A. Student Performance 1. Students’ Achievements in 2014 HKDSE Percentage of candidates with minimum entrance requirements for local universities: 91 Average percentage of attaining Level 2 or above: 99.3 Average percentage of attaining Level 4 or above: 72.4
(Level 4) % (Level 2) % No. of Wa Ying Wa Wa Ying HK average Ying HK average candidates English Language 78.8 26.1 100.0 79.3 170 Chinese Language 55.9 25.5 99.4 81.9 170 Maths. Compulsory Part 82.4 38.6 98.8 81.8 170 Maths. EM1 77.8 54.9 100.0 87.9 36 Maths. EM2 92.0 63.1 100.0 93.3 25 Liberal Studies 58.2 36.3 99.4 87.2 170 Biology 72.7 44.8 100.0 90.2 55 Chemistry 76.8 51.6 100.0 88.3 82 Physics 56.1 49.0 97.0 89.8 66 Chinese Literature 59.1 29.6 100.0 87.1 22 Chinese History 52.6 34.8 100.0 87.4 19 Economics 68.2 43.9 98.9 85.3 88 History 84.6 46.9 100.0 93.2 26 Geography 75.3 36.2 98.6 85.3 73 Visual Arts 44.4 24.6 88.9 83.4 9
2015 DSE Exam. ( Level 4)% Wa Ying HK average 100.0
80.0
60.0
40.0
Percentage 20.0
0.0
2015 DSE Exam. ( Level 2)% Wa Ying
HK average 100.0
90.0
80.0
70.0
Percentage 60.0
50.0
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ACADEMIC & LEADERSHIP ACHIEVEMENTS
Events Winners Hong Kong Outstanding Students Award 2014‐15 organized by Youth 1 5A KI JUN HAU 祁雋皓 Arch Foundation 5A KWAN SIU KWANG 關兆鈞 Outstanding Student Leaders Award 2014‐2015 organized by Hok Yau 2 4B TSUI SHUK MAN 徐淑雯 Club Potential Development Centre 4D CHU CHO WING 朱楚穎 3 九龍城區傑出學生選舉 優異奬 5D WONG SEK HEI 王碩禧 品學優異奬 5A KI JUN HAU 祁雋皓 6C CHAN KING HIM 陳敬謙 The Bank of Communications Charitable Foundation 品學良好奬 6C LI KIN CHIU 李健超 4 Scholarship 6D CHAN WAI TUNG 陳蔚彤 5D HAU HEI MAN 侯希文 品學兼備奬 6A LO YUNG YUNG 勞蓉蓉 The Student of The Year 2014 Linguist 1st runner‐up 6C LI KIN CHIU 李健超 5 organized by SCMP & sponsored Scientist & Merit 5C LAI SAN YU 黎新禹 by HK Jockey Club Mathematician 3A HO HO CHEUNG 何浩璋 3B TAM FUK YING 譚馥瑩 4A CHAN LOK SZE 陳樂詩 6 明日領袖獎 4A HUI SIN YI CINDY 許倩怡 5D HAU HEI MAN 侯希文 5D LEE TSZ YU 李芷瑜 7 商務印書館 100 周年獎學金 5C NG HUGO TIN WAH 吳天華 Scholarships 6C (13/14) YEUNG CHI CHUNG 楊志聰 8 Sir Edward Youde Memorial Award 2014/15 Prizes 6A LAM CHEUK KWAN 林焯堃 3A HO HO CHEUNG 何浩璋 9 Future Stars – Upward Mobility Scholarship 3A LI HIU LAM 李曉琳 4A CHAN LOK SZE 陳樂詩 Tung Wah Group of Hospitals 144th Anniversary 10 Merit 6C (13/14) YEUNG CHIN FUNG 楊展峯 Scholarship W I Cheung Scholarship for his creativity organized by 11 創意思維奬 5C LI CHEUK FUNG 李焯烽 the Boys’ and Girls’ Clubs Association of Hong Kong 12 領滙「第一代大學生獎學金」 6A YU PUI YING 余佩瑩 13 University of Toronto Hong Kong Scholarship 6D CHAN WAI TUNG 陳蔚彤 Winner 5C HUNG LOK ADRIAN 洪諾 “Harvard Book Prize 2015” 14 1st runner‐up 5C LAI SAN YU 黎新禹 by The Harvard Club of HK 2nd runner‐up 5B SUEN TSZ KI 孫梓淇 The UK Summer School Competition 2015 organized 15 Winner 4B CHAN HOI YING 陳凱瑩 by the British Council 16 2015 EMI English Drama Festival: Outstanding Performance Award WYC English Drama Club 2015 17 2014 年九龍城區書法比賽［中學生］ 高級組亞軍 6E CHIU MAN WAI 趙文慧 香港仔坊會主辦「保衛地球—可持續發展策略」 18 高級組亞軍 5B CHAU POK YAU 周博幼 全港徵文比賽 19 第 18 屆全港學界對聯創作比賽 冠軍 6E CHIU MAN WAI 趙文慧 20 第 25 屆全港學界律詩創作比賽 優異獎 6E CHIU MAN WAI 趙文慧 21 2015 年學生中文故事創作比賽 高中組冠軍 5E WAN CHUN TAT 溫振達 6E CHIU MAN WAI 趙文慧 22 第 1 屆中學生文藝散文即席揮毫大賽（2015） 高中組優異獎 6E NG PAK SZE 吳柏思 1C KWAN MING HIN 關銘軒 初中組良好獎 23 第 17 屆全港中小學普通話演講比賽 1C YIP CHUN 葉臻 高中組良好獎 4D TING MAN TING 丁敏婷 24 香港浸會大學第 8 屆大學文學獎 少年作家獎 6E LEE YUEN YI 李苑怡 25 陳贊一博士聯校微型小說創作獎 高中組推薦獎 4D LAI CHUEN HEI 賴存希
17
INTER-SCHOOL ACTIVITIES, PRIZES AND AWARDS (2014/2015)
ACADEMIC & LEADERSHIP ACHIEVEMENTS
Events Winners 5D WONG SEK HEI 王碩禧 4D AU YING LAM 歐映琳 5D HAU HEI MAN 侯希文 4D CHU CHO WING 朱楚穎 1 第 47 屆聯校中文辯論比賽 亞軍 5E KU YUEN SHEUNG YVETTE 古源雙 3D YU PUI YING 余沛凝 4B TSUI SHUK MAN 徐淑雯 5E KU YUEN SHEUNG YVETTE 古源雙 4D AU YING LAM 歐映琳 第 11 屆全港校際經濟辯論比 2 冠軍 5D WONG SEK HEI 王碩禧 3A WONG YAT YIN 王逸研 賽 4B TSUI SHUK MAN 徐淑雯 2014‐15 年度扶輪盃中學校際 4B TSUI SHUK MAN 徐淑雯 4D YUNG KEI LOK 翁紀樂 3 亞軍 辯論比賽 4D CHU CHO WING 朱楚穎 1B WONG NGO YIN 王遨研 2D CHOW YI CHING 周懿晴 2D MA WING LAM 馬永林 3B WONG TIK SUN 黃迪燊 第 4 屆思辯盃全港校際辯論邀 4 殿軍 2A LEE KA CHUN 李嘉晉 3A HO HO CHEUNG 何浩璋 請賽 2C CHAN WING YEE 陳穎怡 4B LAI SHEUNG YI RACHEL 黎尚怡 2D LEE HIU LOK 李曉樂 4B TO WING HEI 杜詠晞 2A CHAN TING YAN 陳庭茵 4B TSUI SHUK MAN 徐淑雯 3A WONG YAT YIN 王逸研 4D CHU CHO WING 朱楚穎 5 第 9 屆鳴辯盃中學生辯論賽 殿軍 4B LAI SHEUNG YI RACHEL 黎尚怡 4D AU YING LAM 歐映琳 4B TO WING HEI 杜詠晞
Events Winners Bronze Award 5C LAI SAN YU 黎新禹 1B HUNG MAN KAY 孔文琦 The 14th Pui Ching Invitational Mathematics 2B WONG HO KWAN 黃浩鈞 1 Competition Merit Award 4A LAW TIN YU SAMUEL 羅天俞 4B CHEUNG LAAP VALEN 章立 5C CHAN HYMN 陳謙 Second‐class Honour 3D KAM TSZ YEUNG 甘子暘 The 17th Hong Kong Mathematics 3C TSOI TSZ TSUN 蔡子浚 2 High Achiever Third‐class Honour 3C CHU KA KI 朱嘉琪 Selection Contest 3D CHAN CHING YI 陳靖兒 1B WONG NGO YIN 王遨研 1B HUNG MAN KAY 孔文琦 First‐class Honour (香港賽區) 2B HUI PAK YUNG 許柏榕 華夏盃全國數學奧林匹克 初賽 2B WONG HO KWAN 黃浩鈞 3 邀請賽 2014 Second‐class Honour 2C FONG CHI CHUNG 方志聰 Third‐class Honour 1D CHAN CHUN CHUN 陳津津 (華南賽區) 2B WONG HO KWAN 黃浩鈞 Second‐class Honour 晉級賽 1B WONG NGO YIN 王遨研 (Heat)3rd‐class Honour 5C LAI SAN YU 黎新禹 4A CHENG LONG CHING 鄭朗正 4A LAW TIN YU SAMUEL 羅天俞 4 Hong Kong Mathematics Olympiad Merit 4B CHAU CHUN YIN 周俊賢 4B CHEUNG LAAP VALEN 章立 5C CHAN HYMN 陳謙 3D KAM TSZ YEUNG 甘子暘 Gold Honour 3D CHAN CHING YI 陳靖兒 2B WONG HO KWAN 黃浩鈞 Hong Kong and Macao Mathematical Silver Honour 5 4A LAW TIN YU SAMUEL 羅天俞 Olympiad Open Contest 2015 1B WONG NGO YIN 王遨研 Bronze Honour 3B MA MAN NOK 馬文諾 3C TSOI TSZ TSUN 蔡子浚 The Asia International Semi‐final Silver Honour 3D KAM TSZ YEUNG 甘子暘 6 Mathematical Olympiad Open Contest 2015 Final Gold Honour 4A LAW TIN YU SAMUEL 羅天俞
18
a. Youth Arch Student Improvement Award Scholarship (2014‐2015)
1A LAU PUI LING MARTHA 劉沛靈 4A CHAN HO WANG ERNEST 陳灝宏 1B HUNG MAN KAY 孔文琦 4B CHAU CHUN YIN 周俊賢 1C CHEUNG HOI YEE 張鎧而 4C CHEUNG LAM YING 張琳瑩 1D YUNG SUET YING 翁雪凝 4D LAM TSZ CHING 林子晴
2A CHENG WING TUNG 鄭詠彤 5A LUI YAN WING 呂昕穎 2B TANG KING HUNG 鄧景洪 5B CHAN YAN YEE ELIM 陳恩怡 2C LO CHOK LAM 盧作霖 5C YANG CHI JUI 楊騏瑞 2D CHOW YI CHING 周懿晴 5D LAM JI HEI 林芷晞 5E YAU SHUK TING 游淑婷 3A HO HO CHEUNG 何浩璋 3B CHAN YAU PUI 陳柔蓓 3C YEUNG PUN CHING 楊本正 3D LEE CHEUK HEI 李卓曦
19
INTER-SCHOOL ACTIVITIES, PRIZES AND AWARDS (2014/2015)
Winners of the 66th Hong Kong Schools English Speech Festival (Total Number of Participants : 81)
Events Winners Prizes 1 Prose Reading 1A CHOI MAN CHUNG 蔡文聰 2 Public Speaking Team 5A LI LOK YIN 李樂然 5B LAI YEE NOK 黎以諾 1st 5C NG HUGO TIN WAH 吳天華 3 Dramatic Duologue 5D CHAN KA KI 陳嘉淇 5D TSEI PUI CHING 謝珮晴
1 Solo Verse Speaking 1B KWONG YAN LAM 鄺恩霖 2 Solo Verse Speaking 3C SHING LEE YAN 成莉忻 3 Solo Verse Speaking 3D HO FELIX CHEUK HEI 何卓晞 4 Public Speaking 5A YIP YUI HO 葉睿豪 2nd 5 Bible Speaking 6D KWAN CHUI CHU 關翠珠 6 Dramatic Duologue 3C MOK WAI IN 莫煒妍 3C CHAN YING TUNG 陳映彤 7 Public Speaking 5C HUNG LOK ADRIAN 洪諾
1 Public Speaking 4C SU IRIS 蘇嘉慧 2 Solo Verse Speaking 1B HUNG MAN KAY 孔文琦 3 Solo Verse Speaking 2C WONG NOK HANG 黃諾珩 4 Public Speaking 4D LIU WAI YI 廖慧怡 5 Dramatic Duologue 3D YU PUI YING 余沛凝 3rd 3A LAI HO YAN 黎可昕 6 Public Speaking 3B CHEUNG YI 張怡 7 Dramatic Duologue 4D CHAN LOK YIU 陳樂嬈 4D TSE TSOI YAN 謝采殷
Winners of the 66th Hong Kong Schools Chinese Speech Festival (Total Number of Participants : 56)
項目名稱 獲獎者 獎項 1 中學三、四年級粵語二人朗誦 3C MOK WAI IN 莫煒妍 3B CHAN NGA MAN 陳雅雯 亞軍 2 中學一、二年級普通話女子散文獨誦 1C CHEUNG HOI YEE 張鎧而 3 中學一、二年級普通話女子散文獨誦 1B KWONG YAN LAM 鄺恩霖
1 中學三、四年級粵語二人朗誦 4B LI KA YIU 李家瑤 4C MO YEE MAN 毛以憫 季軍 2 中學三、四年級普通話女子散文獨誦 3A LI HIU LAM 李曉琳 3 中學二年級粵語男子詩詞獨誦 2D WONG LAI SHUN 黃禮信
20
INTER-SCHOOL ACTIVITIES, PRIZES AND AWARDS (2014/2015)
MUSIC Winners of the 67th Hong Kong Schools Music Festival (Total Number of Participants : 111)
Events Winners Prizes 4B CHU CHING SHAN BIANCA 朱靖山 1 Recorder Duet: Age 19 or under 4D LO MING FOR 羅銘科 2 Descant Recorder Solo: Age 16 or under 5B LAI YEE NOK 黎以諾 3 Flute Solo: Secondary (Junior) 1A CHOI MAN CHUNG 蔡文聰 1st 4 Flute Solo: Secondary (Junior) 2C LAM CHEUK YIN BRYAN 林卓賢 5 笛獨奏：中學中級組 3B CHAN NGA MAN 陳雅雯 6 聲樂獨唱(中文)女聲：中學(14 歲或以下) 3A CHAN SZE YING 陳詩盈
1 Recorder Ensemble: Secondary School Wa Ying College Recorder Ensemble 華英中學木笛小組 3B TAM FUK YING 譚馥瑩 2 Recorder Duet: Age 14 or under 3D YUEN SZE TING 阮思渟 4A TSOI HIU LAAM 蔡曉嵐 3 Recorder Duet: Age 19 or under 4B IU WING TING 姚穎婷 2nd 4 Euphonium Solo 3C CHAN HING CHEUNG 陳慶璋 3A CHAN SZE YING 陳詩盈 5 Female Voice Duet: Age 14 or under 3A WONG PO CHING 黃葆澄 6 聲樂獨唱(中文)女聲：中學(14 歲或以下) 1B KWONG YAN LAM 鄺恩霖
3C MOK WAI IN 莫煒妍 1 Recorder Duet: Age 14 or under 3D CHAN CHING YI 陳靖兒 5B LAI YEE NOK 黎以諾 2 Recorder Duet: Age 19 or under 5E TAM HIU SUET 談曉雪 Vocal Solo(Foreign Language) Female 3 1B KWONG YAN LAM 鄺恩霖 Voice: Secondary School(Age 14 or under) 3rd Vocal Solo(Foreign Language) Female 4 2D TONG SUM WUN HILLARY 唐心媛 Voice: Secondary School(Age 14 or under) Vocal Solo(Foreign Language) Female 5 3A CHAN SZE YING 陳詩盈 Voice: Secondary School(Age 14 or under) Vocal Solo (Foreign Language) Alto: 6 5E NG I MAAN STEPHANIE 吳漪嫚 Secondary School(Age 19 or under)
Events Winners 2014 Hong Kong Youth Music Interflows Silver Symphonic Band Contest: Wa Ying College Wind Band 華英中學管樂團 Award Secondary School Junior Class 2014 Hong Kong Youth Music Interflows Bronze String Orchestra Contest: Wa Ying College String Orchestra 華英中學弦樂團 Award Secondary School Class (Group A) Joint School Music Competition 2015 Silver 3B CHU LAI TING SHANNON 朱麗婷 Secondary School Intermediate Cass – String (Harp) Award
21
\ INTER-SCHOOL ACTIVITIES, PRIZES AND AWARDS (2014/2015)
COMMUNITY SERVICES
1. Hong Kong Red Cross
Events Winners Silver Award for Volunteer Service Youth Unit 66 (Wa Ying College)
2. Community Youth Club
Event Winners Merit Award CYC Outstanding Members Award 4D LO MING SUM 羅銘森 (Second Honour Level) 4D LO MING SUM 羅銘森 Level 3 4A WONG LONG CHING 黃朗澄 4B TO WING HEI 杜詠晞 Level 2 5B LIN YIHE 林易和 4A CHING CHO YU 程楚瑜 CYC Member Merit Award 4B CHAN WING PANG 陳永鵬 4C CHEUNG LAM YING 張琳瑩 Level 1 4D LAM TSZ CHING 林子晴 5A WONG TING YAN 黃婷欣 5B LAI YIN WANG 黎彥弘
ARTS & CULTURE
Events Winners 3A SHUM HON YIN DOMINIC 岑翰賢 4C MAN CHING CHIU 文靖朝 3D KWAN TSZ YAN 關旨恩 4D HUI ON LO 許安璐 4A CHOI YEE MAN 蔡綺文 4D LI YUET KWAN 李月群 「一人一故事劇場」戲劇工作坊 4C CHAN SUEN KI 陳宣錡 4D TING MAN TING 丁敏婷 4C YUE SZE YAN 余詩茵 5B NG MING FUNG 吳銘鋒 4C LAI HO TIN 黎皓天 5C LAI SAN YU 黎新禹
22
INTER-SCHOOL ACTIVITIES, PRIZES AND AWARDS (2014/2015) SPORTS
1. Bauhinia Bowl Award
Overall 7th (Out of 191 co‐educational schools in H.K. Island & Kowloon district.)
2. Inter-school Swimming Championships
Events Prizes Winners Boys A Grade (Division 2) 50 M Free Style 2nd 5B LAI YIN WANG 黎彥弘 HK Island & Kowloon 100 M Free Style 2nd 5B LAI YIN WANG 黎彥弘
200 M Free Style 1st 1C WONG SAU CHING 黃守正 1C WONG SAU CHING 黃守正 Boys C Grade (Division 2) 1A LI CHEUK YIN 李卓然 HK Island & Kowloon 4 X 50 M Medley Relay 4th 2A CHEUNG TSZ LOK 張子樂 2A HAU CHING LONG 侯清朗
Events Prizes Winners Girls A Grade (Division 2) 50 M Free Style 3rd 6A LAU TRACY CHI KEE 劉紫琪 HK Island & Kowloon 100 M Butterfly 4th 6A LAU TRACY CHI KEE 劉紫琪
50 M Butterfly 1st 4D TSE HIU TUNG VANESSA 謝曉彤 200 M Individual Medley 2nd 4D TSE HIU TUNG VANESSA 謝曉彤 50 M Butterfly 4th 4B KOO MAN YAN 古旼昕 100 M Breast Stroke 4th 4B KOO MAN YAN 古旼昕 Girls B Grade (Division 2) 4D TSE HIU TUNG VANESSA 謝曉彤 HK Island & Kowloon 4B KOO MAN YAN 古旼昕 4 X 50 M Medley Relay 3rd 4A WONG SUM YIN 黃琛彥 3D BAU HIU LAM HELEN 鮑曉琳 Overall 3rd Girls B Grade Swimming Team
Girls C Grade (Division 2) 100 M Free Style 4th 2C CHEUNG SZE CHING 張思晴 HK Island & Kowloon
3. Inter-school Athletics Championships
Events Prizes Winners Boys A Grade (Division 3) Tri‐Jump 2nd runner‐up 5A YIP YUI HO 葉睿豪
High Jump 3rd runner‐up 3B LAM HOI CHUN 林凱俊 Boys B Grade (Division 3) 200 M 2nd runner‐up 3A NG PAK HEI 吳柏曦
Shot Put Champion 2A TSEUNG CHUN FAI 蔣俊暉 Boys C Grade (Division 3) High Jump 1st runner‐up 2A LAM YIN CHUN 林延俊
Events Prizes Winners 100 M Champion 3C TAM WING SZE 譚穎詩 200 M 1st runner‐up 3C TAM WING SZE 譚穎詩 Girls B Grade (Division 3) 100 M hurdles 1st runner‐up 4B CHU CHING SHAN BIANCA 朱靖山 1500 M 3rd runner‐up 3D BAU HIU LAM HELEN 鮑曉琳
Shot Put 1st runner‐up 1D TSUI NGA ON 徐雅安 1500 M 2nd runner‐up 1C HUNG SUM YEE 洪心怡 1C CHEUNG HOI YEE 張鎧而 Girls C Grade (Division 3) 2C CHAN YIK TUNG 陳奕彤 4 X 100 M 3rd runner‐up 1B YIM TSZ MAN 嚴梓敏 1B KWONG YAN LAM 鄺恩霖
23
INTER-SCHOOL ACTIVITIES, PRIZES AND AWARDS (2014/2015) SPORTS
4. Inter-school Basketball Championships
Events Prizes Winners 5C CHIN YING NI 金穎妮 6A AU WAI TSUN 區惠蓁 5D CHAN WING CHUK 陳頴竹 6D LEUNG HEI WOON 梁晞媛 Girls A Grade Champion 5D LEUNG CHUI WUN SHARON 梁翠媛 6D NG CHING NAM 吳婧嵐 (Division 3) 5E WONG PUI MAN 黃佩雯 6D PO HO LAM 布皓菻 5E YAU SHUK TING 游淑婷
1A LIM TIK YAN 林滌昕 1D IP HOI YIU 葉海銚 1B KWONG YAN LAM 鄺恩霖 1D KWOK MEI LING 郭美玲 1B LIU CHEUK LAM 廖卓琳 1D TSUI NGA ON 徐雅安 Girls C Grade 1st 1B YEUNG PO YU 楊寶如 2A HEUNG HIU LAAM 鄉曉嵐 (Division 3) Runner‐up 1B YIM TSZ MAN 嚴梓敏 2A TSANG YUEN MAN 曾婉雯 1C CHAU CHAK SUM 周澤心 2B CHOW YEE YUET 周意悅 1C HUNG SUM YEE 洪心怡 2B LIT CHO YING 列祖盈 1D CHENG MAN KI 鄭曼淇 2D CHEUNG PING 張萍
Girls Overall Champion Girls Basketball Team
5. Inter-school Table Tennis Championships
Events Prizes Winners 3rd 1C CHONG HIU KWAN 莊曉君 2B HUNG LING SUM 孔令琛 Girls C Grade (Division 1) runner‐up 2A LAM HOI TING 林凱婷 2D CHOW YI CHING 周懿晴
6. 恆生學界盃
Events Prizes Winners 1st Girls Double Runner‐ 2A LAM HOI TING 林凱婷 2D CHOW YI CHING 周懿晴 up
2A LAM HOI TING 林凱婷 3C SHING LEE YAN 成莉忻 3rd Girls Overall 2D CHOW YI CHING 周懿晴 3D IP PUI KI 葉珮祺 runner‐up 3B LAI YIN NGA 黎彥雅
7. Inter-school Cross Country Championships
Events Prizes Winners Boys C Grade (Division 3) Individual 8th 2A HAU CHING LONG 侯清朗
Events Prizes Winners Girls B Grade (Division 2) Individual 8th 3D BAU HIU LAM HELEN 鮑曉琳 Girls B Grade Overall 2nd runner‐up Girls B Grade Cross Country Team
Girls C Grade (Division 2) Individual 8th 1C HUNG SUM YEE 洪心怡
Girls Overall 4th Girls Cross Country Team
24
INTER-SCHOOL ACTIVITIES, PRIZES AND AWARDS (2014/2015) SPORTS
8. Inter-school Volleyball Championships
Events Prizes Winners 3B LAM HOI CHUN 林凱俊 2B CHAN CHEUK WAN 陳倬澐 4A TAI FELIX CHUN HO 戴臻晧 3A LAM CHAM YING 林湛英 4B CHEUNG LAAP VALEN 章立 Boys B Grade (Division 1) 2nd 3B CHOY MAN HO 蔡旻澔 4B FONG TSUN HANG 方浚恒 HK Island & Kowloon runner‐up 3B LEE TSZ TO 李梓韜 4C SHUM MAN YAT 沈聞一 3B TAM CHUNG HEI 譚頌熹 4D LAI CHUEN HEI 賴存希 3C LEE TIN HANG 李天恒
3B LAM HOI CHUN 林凱俊 1A NG TSZ TO 吳祉滔 1D YUNG KEI LAM 翁紀嵐 1A NGAI CHIN HO 魏千皓 2A CHEUNG TSZ LOK 張子樂 1B CHAN CHUN LAM 陳駿霖 2A LEE KA CHUN 李嘉晉 Boys C Grade (Division 1) 3rd 1B CHAN YI HIN 陳以獻 2A TSEUNG CHUN FAI 蔣俊暉 HK Island & Kowloon runner‐up 1B CHAU KING HEI 周璟熙 2B CHOI PAK HO 蔡柏浩 1B LIU YAN WAI 廖恩偉 2B CHOW HO LAM 周昊霖 1B TONG HO KAN 唐浩勤 2B IP RYERSON CHEUK MAN 葉倬文 1C LAW FONG KIU 羅舫翹 2D WONG HO TSUN 黃晧榛 1C TSE KWAN HON 謝鈞瀚
2nd Boys Overall (Division 1) Boys Volleyball Team runner‐up
Events Prizes Winners 4A TSOI HIU LAAM 蔡曉嵐 3B TSANG FEI 曾霏 4A LIU WAN CHI 廖蘊姿 Girls B Grade (Division 2) Champion 3C MOK WAI IN 莫煒妍 4A WONG SUM YIN 黃琛彥 HK Island & Kowloon 3D CHOW KWAN TING 周君婷 4B CHEE SIN SUM 朱善心 3D SUEN YING YING 孫瑩瑩
2nd Girls Overall (Division 2) Girls Volleyball Team runner‐up
9. 第 39 屆青少盃排球賽
Events Prizes Winners 男子初級組 1st runner‐up Boys Volleyball Team 男子中級組 2nd runner up
10. 2014 LCSD School Sports Program
Events Prizes Winners Volleyball competition 2nd runner‐up Boys Volleyball Team
11. FIVB VOLLEYBALL COOPERATION PROGRAMME
Events Prizes Winners Volleyball competition 2nd runner‐up Boys Volleyball Team
25
/financial report 2014-15
WA YING COLLEGE Financial Summary for 2014-15
Income($) Expenditure ($) Balance B/F (Government funds and School Funds) 5,329,677.73
I. Government Funds (1) School specific (a) administration Grang/Revised Adm. Grant 3,464,474.00 3,501,547.14 (b) Noise Abatement 210,241.00 210,241.00 (c) Composite Information Technology Grant 407,089.00 407,089.00 (d) Capacity Enhancement Grant 557,148.00 557,148.00
(2) Non-School Specific (Baseline Reference) 1,895,677.89 1,528,473.90
Sub-total: 6,534,629.89 6,204,499.04
II. Other Grants (1) Enhanced NSSCS Grant 724,668.00 724,668.00 (2) Learning support Grant 299,000.00 299,000.00
Sub-total: 1,023,668.00 1,023,668.00
III. School Funds (General Funds) (1) Tong Fai 139,780.00 (2) Collect fee for specific purposes (including electricity charges for air-conditioning) 496,906.20 251,140.08 (3) Others 232,811.13 417,070.59
Sub-total: 869,497.33 668,210.67
Total Surplus for school year 2014-15 531,417.51
Accumulated surplus as at the end of school year2014-15 5,861,095.24