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Wa Ying College WA YING COLLEGE ANNUAL SCHOOL REPORT (2014‐2015) 1 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. 4 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 5 5. Teaching Staff: a. Highest academic qualification attained by teachers 2 29 Tertiary, non‐degree Degree Master 35 b. Experience The average teaching experience in the total number of years: 19 years 10 9 0 ‐ 4 years 5 ‐ 9 years 10 years or above 47 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 6 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 7 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 8 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.
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