School Vision

By Ida Flores,2014-07-06 13:26
6 views 0
School Vision


    School Report

    Part A Web Report


    1, Ying Wa Street, Shamshuipo, Kowloon.

    Tel.: 23368838 Fax: 23361920 E-mail:

    Page 1

    School Vision & Mission

    According to the College Deed of 1821, the objective of Ying Wa College was the reciprocal cultivation of English and Chinese literature and the diffusion of Christianity. These aims remain today in the context of a very different world.

    We are committed to a policy of providing a free and positive learning environment that students could develop into healthy and responsible citizens through a balanced educational programme which recognizes the needs of young people in all areas covering ethics, intellect, physique, social skills and aesthetics.

    It is our aspiration that our students will be

     Willing to learn

     Skilful to communicate

     Eager to serve and contribute

     Brave to show innovation and creativity

    With the school motto: Steadfast faith, beneficent deeds we encourage our students to live a

    meaningful life.

    Page 2

A. Our School

    1. Brief History of Ying Wa College

    Ying Wa College traces her history back to the Anglo-Chinese College founded in Malacca by Rev. Robert Morrison of the London Missionary Society in 1818. The mission of the school was the reciprocal cultivation of English and Chinese literature and the diffusion of Christianity. She trained students to be well versed in both Chinese and Western culture, so as to help spread the gospel in China.

    In 1843 when Hong Kong became the Colony of Britain, Rev. James Legge brought the school to Hong Kong where she continued her educational, translation, and publishing activities. Since then, the school experienced various internal and external difficulties, leading to repeated instances of closure and then reopening with a renewed vigor. At present, the school remains as one of the Grant-in-Aid schools having the longest history.

2. Sponsoring Body

    Ying Wa College is an Anglo-Chinese secondary school for boys. She was originally founded by the London Missionary Society. When the London Missionary Society ended her mission in China, the school was affiliated with the Hong Kong Council of the Church of Christ in China, Hong Kong Chapter.

3. Board of Directors

    There were 15 members in the Board of Directors including mainly eight members elected by, and representative of, the Hong Kong Council of the Church of Christ in China and two members elected by, and representative of, the Ying Wa College Old Boys Association. The School exercised

    school-based management years ago but formally joined the School-based Management Project in 2000. In the coming year, the Ying Wa College School Management Committee Limited will be set up to meet the need of DSS. Parent representative and teacher representative will be elected members of the Board of Directors.

    Sponsoring Member Principal Parent Teacher Alumni Independent Body

    8 1 0 0 2 4 05/06 (53%) (7%) (0%) (0%) (13%) (27%)

    8 1 0 0 2 4 06/07 (53%) (7%) (0%) (0%) (13%) (27%)

    8 1 0 0 2 4 07/08 (53%) (7%) (0%) (0%) (13%) (27%)

    Page 3

4. Number of Active School Days

     2005-06 2006-07 2007-08

    Total number of days in the 365 365 366 school year

    Number of school holidays 91 90 91

    No. of Staff development days 3 3 2

    No. of school days 194 192 191

    No. of active school days 170 170 171

5. Lesson Time for the 8 Key Learning Areas

    The percentages of lesson time allocated to the 8 Key Learning Areas for S1-S3 in 2007-2008 was:

     Chi. Eng. Maths Science Tech. PSHE Arts P.E. Lang. Lang.

    Recommendation 17-21% 17-21% 12-15% 12-15% 8-15% 15-20% 8-10% 5-8% of EDB

    Practise in YWC 14.6% 20.1% 14.6% 12.5% 7% 20.1% 7% 4.1%

    The allocation of teaching time for each key learning area is identical to the past two academic years.

6. Improvement projects

    With the support of the parents, the School was able to set up a Self Access Centre in the Library. Improvement projects were also carried out to provide better services in the School Library.

    Considering the need of more medium size classrooms to accommodate split classes, the School Management Committee agreed to use the School Fund to set up tutorial rooms outside the Student Activity Centre. Four additional classrooms are now available for use.

    During the Summer Vacation, we were excited to witness the work done by ASD concerning the coating of the basketball courts and football pitch. Now we no longer have to worry about the safety of our students caused by slippery floor on rainy days.

    Page 4

B. Our Students

    1. Class Organization and Enrolment

    The academic year 2007-2008 began with a total of 1205 students registered for 31 classes

    including 5 classes in each form from Secondary One to Secondary Five, 3 Secondary Six classes

    and 3 Secondary Seven classes..

    Level S1 S2 S3 S4 S5 S6 S7 Total

    No. of Classes 5 5 5 5 5 3 3 31

    Enrolment 200 211 202 207 201 96 88 1205

    The percentage of S3 students who were promoted to S4 in 2007/2008 was 96.5%. 6 students

    left and 1 chose to repeat.

    All form 6 places were filled by our own S5 graduates on the first day of S6 admission.

    52 S5 graduates were able to study S6 in other schools.










    0S3 promoted to S4S6 places filled by ownS5 students promoted to

    studentS6 in other schools

    Page 5

2. Students’ Attendance

    The students attendance rate was satisfactory and stable. S1-S3 attendance rate was 98.7%,

    S4-S5 attendance rate 97.9% and S6-S7 students 96.8%. These figures are very similar to last year.









3. Students’ Early Exit

    At the end of the school year, a total number of 37 students left. Most of them chose to further

    their study abroad. The percentage of drop-off was 3%.

    Page 6

C. Our Teachers

    1. Teachers’ Qualification

    According to the approved structure, the School was entitled to have 57 teachers (including the Principal) and 1 Native-speaking English Teacher. On top of that, we employed an IT Coordinator and additional teachers using the school fund. 98.5% of our teachers were graduates from university with 24 teachers holding a master degree.






    0%Master orDegreeTertiary non-Others


    Over 90% of the teachers had received professional training in Education. All teachers of the core-three subjects (English, Chinese and Mathematics) were subject-trained and all English teachers and Putonghua teachers fulfilled the Language Proficiency Requirement.










    Page 7

2. Teachers’ Experience

     Our teachers are professional and dedicated. 86% of them had over 10 years experience in teaching.





    00-2 yrs3-5 yrs6-10 yrsover 10 yrs

3. Teachers’ Professional Development



    Average training hours per250teacher200

    150Total no. of hours of CPD100activities undertaken by the



     School-base workshops were organized by the Staff Development Committee. Last year, we focused on the collaboration of colleagues on the planning of the development of the School. We also joined the DOLACEE hoping to promote the effectiveness of using English as the medium of instruction. Teachers of senior forms were encouraged to participate in the training and sharing sessions on the preparation of the NSSC.

4. Staff Turnover Rate

    We lost 3 experienced teachers at the end of the academic year 07-08 on their retirement. They are Mr. Ip King Wan, Mr. Edward Chau and Ms. Cheng Pui Wah. The 3 Native-speaking English Teachers also left after finishing their contract. The turnover rate was 9%. The turnover rate for the past 3 years is as follows:

    Academic Year Turn-over rate

    05/06 6

    06/07 4.7

    07/08 9

    Page 8

D. Major Concerns (Achievements and Reflection)

    1. Major concerns and key accomplishments

    Major Concern Key Accomplishments

    Whole School Reading reading was promoted in all major subjects

    Programme reading lessons continued to be stressed to

    students and parents

     subject teachers included reading component

    in their teaching plans

     good reading was shared in class and on

    notice boards

     the Library rewarded good readers

     prizes were given to good readers in the


     reading was encouraged in the English Corner

     parents supported the Library with the

    processing of books

     PTA gave monetary support to the Library to

    promote reading

     Online reading was available with the new

    Self Access Centre

    Moral Education for Junior counselling teachers played a key role in

    Forms moral education

     discipline teachers supported moral education

    by working with counselling teachers

     Leadership Training Camp for S1 students

     S2 Project promoted team work and mutual


     Sweet Campus brought senior and junior

    students together for common good

     PTA organsied parent meetings to enhance

    parental support of moral education at home

     School social workers collaborated with

    school to promote school morality

     teachers received training on moral education

2. Evaluation

    Both reading and moral education are long-term objectives. Much work has been done by various stakeholders to promote a reading culture and to establish healthy personal and study attitudes. There are signs to show that students have come to terms with the expectation of the school and home in these areas. For example, reading in the junior forms has now become a regular activity and more and more students use the resources in the library to develop their reading culture. Reading lessons continue to enhance the development of a reading habit and from observation junior forms have already adopted the routine quite well. Of course, reading in the senior forms requires continual emphasis as bigger boys find reading less attractive as a passtime

    Page 9

    when compared to other outdoor activities. Promotion of moral education has earned clearly the support of teachers and parents because they see the importance of moral qualities in personal development. Students take time to develop good habits and very often such changes require much self-discipline and personal maturity which are not always easy to establish quickly. Continual effort is needed by the whole school to achieve long term success in these areas.

3. Target Setting

    Both reading and moral education have been integrated into the Annual School Plan for 2008-2009. The notion of Core Values has further enhanced the achievement of good reading habits and good moral standard. It is intended that the Core Values of Morals, Academic Excellence, Self Discipline, Christian Faith and Global Vision will form the skeleton of the School Development Plan 2008-2012. Much discussion by the teachers has led to a consensus that these core values must be upheld to enable the school to meet the challenges of Through Train, DSS and NSSC. Academic and administrative units have been required to include in their annual plans measures to achieve the targets set in the school plans. Experience this year shows that active staff participation in the formulation of school plans has promoted staff cohesion and sense of belonging. Staff workshops will continue to be a preferred activity on staff development days to follow up the school plans. Please refer to the Annual School Plan 2008-2009 and School Development Plan 2008-2012 for details.

    Page 10

Report this document

For any questions or suggestions please email