華英中學 - Wa Ying College

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華英中學 - Wa Ying College
WA YING COLLEGE
ANNUAL SCHOOL REPORT
(11/12)
1
WA YING COLLEGE
School Administrative Structure Diagram A (11/12)
Admin11.doc
School Management Committee (Supervisor)
Supervisor
Principal
Vice-Principals
Crisis Intervention U.
School Policy Committee
School Administration Board
Academic Board
Academic
Administration
Co-ordinator
F.7 JUPAS
convenor
Student Support & Development Board
Careers &
Further
Studies
Com.
Curriculum
Development
Com.
Whole-Sch.
Lang. Policy
Supervisor
Departments
Awards,
Prizes &
Scholar-shi
ps U.
IT Support
(Teaching &
Learning)
U.
Librarian
& Reading
Promotion
Unit
Staff Dev. &
New
Teachers
Induction U.
Student
Potential
Dev. U.
Test &
Exam. U.
OLE
Co-ordinator
s
Subjects
Co-curricular
Activities
Promotion
Units
2
Eng. Lang.
Enhancement
Unit
(Reading)
Eng.Lang.
Enhancement
Unit
(Eng. Rich
Environment)
Eng. Across
Curriculum
Support
Unit
WA YING COLLEGE
School Administrative Structure Diagram B (11/12)
Student Support &
Development Board
Counselling
&
Guidance
Committee
Discipline
Committee
Extracurricular
Activities
Committee
Service
Education
PATHS
Tier 2
Unit
Community
Service
In-school
Service
Moral &
Civic
Education
Com.
Life-wide
Learning
Experience
SU Advisory
Board
3
PATHS
Tier 1
Unit
Advisors of
Houses, Service
Gp., Interest
Classes,
Co-curricular Act.
Promotion com.,
Form societies
Religious
Education
Committee
Special
Educational
Needs
Unit
WA YING COLLEGE
School Administrative Structure Diagram C (11/12)
School Administration
Board
Finance &
Budgeting Com.
Tender
Opening &
Vetting U.
th
40
Anniv.
Steering
Com.
External Affairs
Co-ordinator
Administration
Co-ordinator
Tender
Approving
U.
Fund
Raising
U.
General
Affairs
U.
WYC
Heritage
Convenor
Resource
U.
IT Support
(Technical
Services)
U.*
.
School
Safety
U.
.
School Premises
Redevelopment
Unit
.
School
Image
Promotion
Unit
School
Self-evalu
ation U.
Student
Welfare
U
Alumni
Asso.
Co-ordinat
ors
Time table
Convenor
Alumni
Asso.
4
Home
School
Co-op .
Com.
PTA
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 two million dollars granted from 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 Center 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 teaching and learning.
5
4. SMC composition
The total number of members was 26, they were the representatives of
Sponsoring Principal
Parents Teachers Alumni
Body
15
1
2
2
6
5. Teaching Staff:
a. Highest academic qualification attained by teachers
b. Experience
 The average experience in number of years: 17 years
c. LPR attained
 All English teachers (15) and PTH teachers (4) have attained the LPR.
6. Administrative Structure (p.2-4)
7. Students
a. No. of classes & students
No. of classes
No. of students
S.1
4
144
S.2
5
179
S.3
5
189
6
S.4
5
196
S.5
5
192
S.6
5
179
S.7
3
83
Total
32
1162
b. Students attendances
c. Current Pursuits of graduates
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d. Reading habit
Students’ frequency of borrowing reading materials from the school library (in %)
50.0
40.0
30.0
F.1-3
20.0
F.4 & 6
10.0
0.0
Never
Less than Once a month Once every 2 Once a week
once a month
weeks
or more
8
8. Curriculum and teaching time
a. Subjects provided
KLA
Subjects
S1
S2
S3
S4-6
S7
(NSS1-3)
(AL)
English
English
√
√
√
√
√
Chinese
Chinese
√
√
√
√
√
√
√
Chinese Literature
Maths.
Putonghua
√
√
√
Mathematics
√
√
√
√
Maths. Module 1/2
Sc. Ed.
Pure Mathematics
√
Applied Mathematics
√
Maths. & Statistics
√
Integrated Science
√
√
Physics
√
√
√
Chemistry
√
√
√
Biology
√
√
√
√
Combined Sc.(C.& B.)
PSHE
Chinese History
√
History
Geography
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Economics
Foundation Studies
√
√
√
√
Liberal Studies
Tech. Ed.
Art Ed.
P.E.
√
Religious Education
√
√
√
√
D&T
√
√
√
√
Home Economics
√
√
√
Computer Studies
√
√
√
Visual Art
√
√
√
Music
√
√
√
Physical Ed.
√
√
√
9
√
√
√
√
Medium of instruction
in English
Medium of instruction
in Chinese
b. Overall Percentage of teaching time of each KLA
Overall Percentage of Teaching Time
18
16
14
12
10
8
6
4
2
0
15.7
15.3
16.3
16.9
14.8
8.6
3.8
4.2
Tech.
Ed.
Art Ed.
0
KLA
English Chinese Maths.
Sc. Ed.
PSHE
Lib.
Study
B. Achievements and Reflection on Major Concerns
1. Enhancing the qualities of teaching and learning
(i) To refine the policies and work relating to the NSS curriculum
 Preparation for the DSE examination:
- Two mass programs (time-management skills and examination study skills) were
launched. Students’ feedback is positive. Yet, students mentioned that it was better
arrange such programs earlier.
- Interflows were also arranged to analyze DSE practice papers. The results of the analysis
were very useful for subject or department heads to do curriculum review and improve
teaching strategies in the future.
- Students were found overloaded with work of SBA and it was necessary to make good
allocation of the SBA of different subjects.

-

-
JUPAS / OLE
Programs for providing update information about HKDSE and university entrance
requirements to form 5 students had been organized in the first team of this academic
year. According to feedback of teachers, the F.5 students this year seemed to have less
doubt about the information of future studies.
OLE programs were extensive and were able to address students’ different interests.
Good effects were seen in terms of students’ personal development.
SLP
Through adopting a whole-school approach in the work related to SLP, OEA and JUPAS,
students were provided with comprehensive guidance in preparing their SLP. Thus,
according to English teachers’ feedback, it took a lot of lesson time to teach students to
write self-account.
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Suggestions for improvement:
- Skill training, such as scaffolding questions, designing student assignments and
classroom assessment, need to be further developed through professional development
days and interflows. Besides, Learner diversity should also be catered.
- Senior Form-teacher period should be increased to give guidance to students in various
aspects such as examination skills, life career planning, time and emotion management
etc.
- A school-based handbook, which would give a comprehensive understanding about the
SBA, should be further developed to senior form students.
- More senior Form-teacher periods would be allocated for conducting students’ career
guidance. Besides, it was suggested to reallocate CFS under SSDB to have closer
collaboration with related committees on life-planning education.
- It was suggested teaching of self-account would be outsourced so as to save the teaching
time of English.
- Besides, due to the limitation of human resources in ITU, junior from SLP would be
evaluated whether we would stop to use it or not.
(ii) To enhance students’ generic skills and English proficiency
 LAC
- The project on writing packages for SSE History and Geography was conducted. Though
the progress for the project was slow, with 5 and 3 packages developed for History and
Geography respectively, it was a very meaningful action research for language support
and assessment for learning for content subjects. During the process, it could bring about
common understanding between English and EMI teachers over the language demands
of content subjects. This could not only address students’ language needs, but bringing
about pedagogical changes to address the gap between teaching and assessment.
- Bridging measures offered by content subjects for F.1 and F.4 were collected and
complied, but their effectiveness was not yet evaluated.
- English-medium assemblies were conducted by PSHE and Science Departments.
According to teachers’ feedback, these assemblies were good qualities and well received.
However, the frequency could be further increase.
- All announcements in assemblies or through PA system were conducted in English. Yet,
more measures should be done to facilitate the immersion in an English-rich environment.

-
Foundation Studies
Form 1 to Form 3 FS curriculum had been revised. More updated current issues were
taught in lessons. Scaffolding questions were designed in worksheets.
Some core topics in “Life and Society” e.g. the development of Yangtze River and money
management etc. had been integrated in the revised FS curriculum.
According to teachers’ feedback, the subject was found to be difficult for students
because of the language-gap and the thinking skills involved.
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
-
-
DLG
Gifted education was launched in the school via debate, external competitions,
Mathematics Olympiad, Physics Olympiad and nominating students to the Gifted
Education Academy.
Yet, due to the limited manpower in Student Potential Development Unit, the guidance in
external project competitions was inadequate. A school-based systematic critical thinking
skill program had not yet been implemented.
Suggestions for improvement:
- To ensure sustainability of the writing program, this project would continue to target senior
forms, instead of both senior and junior forms, of History and Geography.
- In order to develop the writing packages more efficient, History and Geography subjects
should be included in the LAC team.
- In the coming year, the writing project should be extended to 1-2, not all, science subjects
with relatively more language demand.
- It was also suggested the support role of the NET and LAC resource person could be
further strengthened.
- Measures to bridge F1 students’ language needs should be incorporated into the
comprehensive bridging and developmental programs for F.1, with better coordination
among those subjects with bridging measures.
- More platforms should be explored to enrich English environment.
- It was proposed to change the MOI of FS in Chinese. Since History’s MOI was in English,
History in F.1 would be taught as a separate subject.
- In order to reduce the heavy workload of FS teachers, it was also advised to use textbook
in FS.
- A trained person for gifted education might be needed to coordinate the work needed.
(iii) To improve the quality of teaching and learning
 Professional development
- Guest speakers were invited to conduct a talk related to dealing with SENS students.
Teachers’ feedback was quite positive. The awareness of understanding SENS students’
needs had been aroused.
- Through conducting interflows for analyzing practice papers and public examination
papers, fruitful teaching experience and innovative pedagogies were widely shared.
- Collaborative learning plans were well-developed in the core subjects. Most useful
teaching materials were uploaded in school share folders.
- Due to the heavy workload of teachers, the on-line program suggested by ESR team for
professional development had not yet tried.
- Cross KLA(s) lesson observations and peer observations had been promoted to empower
teachers to employ a wide variety of teaching strategies. Though some subject heads had
tried cross-KLA(s) lesson observations, it was not yet developed as a habit among
teachers.
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
-
-
-
Cater for learner diversity
Many subject heads asked for one more lesson a week in senior forms due to the wide
coverage of the syllabus and the limited teaching time. Yet, it was impossible to address
the subject head demand under the current timetable.
Teachers mentioned that some students demonstrated weak ability in handling 3 elective
subjects. Their performance was extremely poor in classroom learning and internal
examination results. Thus, the best time to let students to drop elective subjects had been
investigated. Form 5 students were allowed to apply dropping subjects after the end of the
first term examination.
Extra English lessons for those who had dropped 1 elective subject had been offered.
According to teacher’s feedback, only few students paid attention in lessons. They
resisted of doing more assignments.
Suggestions for improvement:
- It was suggested Cross-KLA(s) lesson observation would be further strengthened.
Besides, implementing LAC writing packages would be an entry point to bring about
paradigm shift.
- It was also suggested that more interflows for analyzing public examination papers should
be organized.
- Using EDB Online Program for professional development would be promoted in the
coming academic year.
- The possibility of offering 2X in some classes should be further investigated. It was
suggested students would be allowed to drop any 1 elective subject at the beginning of
F.5. Extra remedial Mathematics lessons were provided for those who had dropped 1
elective subject.
2. Providing support for whole-person development
(i) To enhance students to lead a healthy life
 For F.6
- Support measures for F6 in the first SSE cycle were mainly exam skills & study
methods from CDC, and JUPAS application & study guidance from CFS.
- The guidance in JUPAS application should be offered earlier as the whole process was more
complicated than that of HKALE.
- As for stress management, it was mainly conducted in a mass program, and hence it was
not too effective in addressing individual needs.
- It was difficult for SSDB to offer support in studies because of the new curriculum, and
hence subject-based support was more effective.
 For lower achievers
- As for support for low-achievers, both individual and group works were offered by teachers
and committees concerned. For repeaters, there were better supervision and more
support offered: new study contracts were drafted for those who needed further supervision
after the review of the remedial summer programs; hand-over of students’ study needs was
conducted by previous form teachers or case workers to new form teachers for better
transition; and other tutorial services or related support measures were offered by both
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-
-
subjects and student support committees. These measures, especially those intensive
ones, were having positive effect on most repeaters or those with concessionary
promotion.
As for the experimental program run by CGC & the Educational Psychologist, with cooking,
sharing & study skills sessions, it had positive effects on active participants on learning
motivation and/or study skills. As for the PATHS developmental programs, they could
address the different developmental needs of junior students, especially those passive or
less motivated students.
As for SEN students, the drama therapeutic group was effective in enhancing their social
skills in a mixed ability group while their needs over studies were individually catered for by
the teacher assistant.
 Sex Education
- Sex education as the theme of the year was a bit low profile as no campaign had been
launched. It was mainly conducted through assemblies and form teachers’ periods. But
those assemblies & talks on compensated dating, true love & virginity, homosexuality;
dating & marriage, and research findings about students’ perception on dating & sex, were
found to be effective, having a positive impact on students.
- 5 sets of sex education modules were prepared for F1-2, but there was either insufficient
time or a lack of coordination to have them delivered in the form teachers’ periods. There
were 2 sessions on ‘premarital sex’ for F3, but form teachers commented that it would be
better if the sex education curriculum was more systematic.
Suggestions for improvement:
 F5 Post-exam JUPAS Preparation Workshops would be run for earlier preparation while
F6 mentorship program should be reinforced with more teacher-training.
 Offer training to form teachers who can help in early identification of stress and offer
tailor-made programs for stress management.
 Better planning over the human & financial resources for the needy students in the
coming year, especially without the funding from PATHS.
(ii) To foster whole-school approach in providing pastoral care to all students
 It was observed that developmental services rather than remedial measures were more
welcome by our students who were reluctant to accept counseling services. Therefore
PATHS Tier 1 programs were useful platform for this purpose. Though teaching materials
for the junior forms had been compiled, coordination, printing and teacher-training were still
necessary.
 There was also difficulty for teacher counselors to take up cases of unfamiliar students, and
hence form teachers’ role had become more important. More help or training for form
teachers, especially the less experienced ones, would be needed.
 The cross-committee case conference served as a platform for discussion of more
problematic cases, yet meetings, once a month on specific dates, i.e. not as effective as
those special case conferences with the attendance of all the people concerned. It was
14
proposed to have it integrated into CGC case conference which might have to be
restructured to accommodate different concerned parties & lessen the time in reporting
cases so as to allow more time for discussing ways to tackle students’ problems.
Suggestions for improvement:
 F1 Orientation & Developmental Programs with better coordination of various programs
and bridging measures is needed.
 When the MCE curriculum framework was initially drafted, programs relating to CRE and
sex education could also be integrated into the framework.
 A more structured system in the form of a pyramid support network, starting from form
teachers to different levels of conveners, has to be spelt out for whole-school participation
in rendering pastoral care.
 Handling strategies on crisis intervention could be considered to be a theme for staff
development of the next year.
 To streamline the structure, PATHS Tier 2 Unit would be integrated into CGC which would
run those programs that were worth keeping. Since head of CGC has not yet received
SEN training, SEN would remain a separate unit and its head would attend CGC meetings
to facilitate better cooperation in rendering services to SEN students.
(iii) To strengthen students’ life-wide learning experiences
 The person-in-charge seemed to have difficulty in drafting the vertical & horizontal MCE
curriculum framework, and so it could not serve as a reference for re-allocation of extra
assembly time. It was necessary to explore how to tackle this in the SSDB in the next
academic year.
 There were more OLE opportunities for students, yet there were still insufficient platforms
to recognize students’ talents. ECA Head & a few SSDB members promised to explore
how to make use of campus TV for this purpose and discuss with IT Support (Admin.) Unit
over the feasibility of setting up this platform.
 The handbook for service education & community services had been drafted by ECAC to
facilitate students’ goal setting and reflection in community service. A complete ECA
handbook should be compiled as a guide for students’ planning for personal development.
 As for the plan to extend leadership training to the lower forms, most of the young
committee members were from F3 as they were keen in applying for community services.
 With the concerted efforts of both student leaders & teacher advisers of SU, Prefect Board
& Houses, a Student-Teacher Council was proposed to facilitate students’ communication
with the school authority.
 Students’ national identity & global vision remained our concerns. Further means would
be explored to raise their social awareness & world vision. Feasibility to set up internet
exchange programs with the partner school in Guai Zhou would be further explored.
Packaged programs for HK-mainland exchange or those involving provision of
15
accommodation for mainland kids would be promoted.
Suggestions for improvement:
 The drafting of the MCE curriculum framework should be one of the major concerns of
SSDB to enhance students’ balanced development in learning and personal growth. As
for its relation to the curriculum of national education, more has to be explored with MCE &
CDC.
 Campus TV or e-platforms should be explored by the parties concerned
 It is necessary to explore if a complete ECA or OLE handbook has to be compiled as a
guide for students’ planning for personal development.
 Student-Teacher Council would be set up for the dual purposes of enhancing
student-school communication & experiential leadership training.
 Various platforms have to be explored to raise students’ social awareness & global vision.
3. Raising the effectiveness of school management
(i) To implement the target-oriented evaluation:
 The culture of self-evaluation is taking shape as commented in the ESR report and by the
ESR team head in the academic year 10/11. In academic year 11/12, as recommended by
the ESR team, subject & unit heads are started to place evaluation focus on development
priorities and impact on student learning, such changes could be reflected from the
evaluation meetings and annual reports of the committees/subjects.
 Major self-evaluation meetings were conducted in May to June in various meetings of
School Policy Committee, Academic Board, Student Support & Development Board and
Staff Seminar. Different views from staff were collected in formulating new measures and
major concerns. In order to ease the workload of teachers in the arrangement of 40 th
Anniversary, the school self-evaluation meeting in May was postponed to June.
(ii) To make good use of the resources:
 Usage of grants to enhance human resource in LS, OLE, Language Across Curriculum
and extra man power for the double-cohort year of 32 classes. The Capacity
Enhancement Grant (CEG), the Senior Sec. Curriculum Support Grant (SSCSG), LS
Curriculum Support Grant (LSCSG), Curriculum Migration Grant, Extra Curriculum
Migration Grant, DLG & REES Grant for the school yr. 11/12 had been allocated to
employ 6 full time contract teachers and 4 part-time contract teachers, which increased
our overall teaching manpower over 13%. The development of the new curriculum of
Senior Liberal Studies, LAC and stretch students’ talent could be possible due to the
additional manpower.
 As the teaching manpower increased slightly over 13%, the arrangement of enhancement
& remedial group teaching in English could be implemented; the pressure of lack of
manpower in Mathematics and I.S. in the double cohort year could be released as well.
 With the effort of the Career & Further Study Committee, more alumni are recruited to
provide sharing on career related experiences & further studies information to students.
 The work in SLP & JUPAS application was implemented smoothly.
16
(iii) To enhance the efficiency of school administrative work and teaching & learning
through IT support:
 New teachers desk are installed in all classrooms at the beginning of the year 11/12.
Since the monitor of classroom computers is mounted under the transparent surface of
the new desk, teachers could handle the computer more convenient and able to watch
students’ response and using computer at the same time. The efficiency and
effectiveness of teaching & learning surely improved. The use of IT equipment would be
further enhanced since funding has been granted to replace the outdated LCD projectors
and classroom computers gradually.
 To cater for the needs of the SBA, science subjects benefited from obtaining a sum of
$60,000 for purchasing equipment. English department also equipped with more video
camera to facilitate SBA.
(iv) To apply for a new school campus to meet the recent and future educational needs:
 EDB has invited secondary schools to apply for a new school premises in Kai Tak new
development site in July. The school management committee authorized the school
administrators and staff to compile and submit an application document to EDB on early
September. The results of the application would be released on next January or
February.
(v) To further strengthen sense of belonging of all stakeholders through celebration of 40th
anniversary:
 Wa Ying Folks’ Day held in May was a time for home-coming and family re-union.
Members of Wa Ying including students, teachers and parents, worked hard to set up
creative and fun game stalls to make it a joyful and memorable day. The playgrounds
were filled with cheers or sweat of students, teachers, alumni and former teachers
competing in the popular volley-ball and water-melon ball games. The whole campus
was filled with laughter and hugs among ‘family members’ and old friends.
 The Variety Show held in July was a great success which showcased students’ various
talents in music, speech, drama, dancing and fashion design. All the wonderful programs
have imprinted on our fond memory, such as: the spectacular High School Musical with
acting, singing and dancing blended together beautifully, the impressive English drama
performance with ‘outstanding performance and spoken English’, the hilarious ‘film
show’ with creative dubbing in English and the grand finale of Wa Ying Symphony
Orchestra with student performers of different generations, signifying the re-union of Wa
Ying folks.
Suggestions for improvement:

The following suggestions being recommended by ESR team were not yet fully
implemented:
- Revise the questionnaires for the learning and teaching or evaluation tools with
focus on the major concerns or special focus of the year.
-
Refine the current evaluation practices and success criteria to focus more on
target-oriented evaluation of the overall effectiveness of its development priorities
and the impact on student learning, not based on progress or completion of
programmes.
-
More in-depth analysis of various sources of evaluation data could be conducted to
inform subsequent review and planning.
17



An IT system to save & retrieve past students’ information has been explored but not yet
confirmed.
The feasibility study and planning on campus TV should be explored.
The amount of subsidy for students’ activities should be reviewed for better allocation of
resource.
C. Student Performance
1. Attainments of students in AL-Examination

% of candidates with the minimum entrance requirements for the local
universities: 91.6

Average passing %: 97.5

Average credit %: 50.7
18
Distinction & Credit Percentage (Yr. 10, 11, 12)
2. Attainments of students in DSE-Examination

% of candidates with the minimum entrance requirements for the local
universities:86

Average % of attaining level 2 or above: 99.2

Average % of attaining level 4 or above: 65.7
19
3. Inter-School Activities, Prizes and Awards
a. Academic & Leadership Achievements
Events
Winners
1
元朗青年商會主辦第廿五屆香港特別行政區傑出學生選舉 2012:優異生獎
5E
SUEN ALTHEA
孫曉嵐
2
The 3rd Kowloon Region (2011) Outstanding Students Award
6E
WAT LAI YING LILLIAN
屈勵螢
3
傑出青年協會主辦「明日領袖選舉」:
「2012 明日領袖獎」
5B
CHAN WING HUNG
陳頴虹
4
學友社主辦「傑出中學生領袖選舉 2011-2012」:
進入決賽三十強,榮獲「中學生領袖」獎狀
5E
CHAN WING YUE WYNNE
陳泳瑜
5E
SUEN ALTHEA
孫曉嵐
5
The Outstanding Student of Kowloon City 2011–2012 (Secondary School Section)
5E
CHAN WING YUE WYNNE
陳泳瑜
6
香港遊樂場協會 2012 香港傑出少年:優異獎
3A
ZHAO WENHUI
趙文慧
5A
FOCK WAI CHIT
霍懷哲
6C
TANG HO YEUNG
鄧浩揚
4A
CHEUNG KA WING
張家穎
5C
LEUNG HIU LONG
梁曉朗
4C
YEUNG CHIN FUNG
楊展峯
7
Sir Edward Youde Memorial Scholarship 2011-2012
8
九龍西潮人聯會 2011-2012「最佳學業進步獎」
First Honor Award
9
10
Hong Kong Physics Olympiad 2012
The International Junior Science Olympiad
– Hong Kong screening 2012
11
2012 EMI English Drama Fest:
12
“Harvard Book Prize 2012” by The Harvard Club of HK
Third Honor Award
5C
LEE HO KAN
李浩勤
Honourable Mention Award
4C
LAU ALBERT WAI KIT
劉偉傑
First Class Honors
2D
LAI SAN YU
黎新禹
Second Class Honors
2C
NG HUGO TIN WAH
吳天華
Outstanding Performance Award
WYC English Drama Club
Outstanding Spoken English Award
5A
FOCK WAI CHIT
霍懷哲
5B
LEUNG CHING SEE
梁靖思
5C
NG YUEN TUNG
吳苑彤
5E
KWAN HOI LAM
關愷霖
高中組:冠軍
6C
CHENG YUK MING
鄭旭洺
高中組:優異獎
6D
YEUNG HEY HILARY
楊
13
FOTOMO Design Competition for Secondary Schools: 2nd runner-up
14
The Green Building Competition for Schools
(Secondary School Section)
15
亞洲婦女協進會主辦「敬愛尊親共扶持.和諧家庭樂歡欣」徵文比賽:冠軍
16
九龍社團聯會婦女事務委員會主辦
「親親我家-雙親節徵文比賽 2012」
17
希
1C
LAI CHUEN HEI
賴存希
初級組季軍
1C
LAI CHUEN HEI
賴存希
初級組優異獎
1C
WONG YAN YAN
王恩恩
「華夏盃」粵港澳朗誦藝術人才大賽初中普通話演講比賽:冠軍
2D
HUNG WA FAI
洪華徽
18
教協主辦全港學界書法比賽:亞軍
3A
ZHAO WENHUI
趙文慧
19
硬筆書法協會主辦 2011 九龍城區書法比賽(硬筆書法初中組):冠軍
3A
ZHAO WENHUI
趙文慧
20
香港仔街坊福利會主辦全港原子筆中文書法比賽(中學中文初級組)
:冠軍
3A
ZHAO WENHUI
趙文慧
21
香港教育專業人員協會及香港硬筆書法家協會合辦
第十五屆全港中小學中英文硬筆書法比賽:中文初級組冠軍
3A
ZHAO WENHUI
趙文慧
22
全球論語徵文及繪本比賽:文學組冠軍
3A
ZHAO WENHUI
趙文慧
23
新市鎮文化教育協會主辦第二十三屆全港學界律詩創作比賽:優異獎
3A
ZHAO WENHUI
趙文慧
24
香港公共圖書館與香港兒童文藝協會合辦「二零一二年學生中文故事創作比賽」
初中組冠軍
3A
ZHAO WENHUI
趙文慧
25
全國作文比賽銅獎
4E
LAM SIN HAN
林善嫻
26
新市鎮文化教育協會主辦第十六屆全港學界對聯創作比賽中學組季軍
4D
CHEUNG HIU TING
張曉婷
4B
NG CHI WUI
吳智滙
3B
CHEN YUK MAN
陳毓蔓
3E
NG KA HIN
吳家軒
4E
MAK WING KWAN
麥詠鈞
27
新市鎮文化教育協會主辦
「第十四屆全港中小學普通話演講比賽 2012」
28
全港青年學藝協會主辦對聯創作比賽優異獎
九龍區高中組「優異星獎」
九龍區初中組優異獎
20
Events
Winners
Distinction
1st Honor
2nd Honor
29
2011 年度《希望盃》數學競賽:最佳培育獎
3rd Honor
Silver Award
30
The 11th Pui Ching Invitational Mathematics Competition
Bronze Award
Merit Award
Silver Award
31
International Mathematical Olympiad Preliminary Selection
Contest – Hong Kong 2012
Qualification of Training
Events
32
33
34
35
連紹堃
4C
CHEU WING SZE WINCY
徐穎詩
6C
NG WING PO
吳永寶
4C
TONG KAM HUNG
唐錦鴻
4C
CHIU MAN LUNG
趙文龍
6C
HO CHUEN KEI
何泉基
4B
CHONG WING ON
莊永安
4B
TANG CHEUK KWAN
鄧卓君
4C
LO KIN WA
羅健樺
6C
LAI TIN HON
黎天漢
3A
LI KIN CHIU
李健超
4C
CHAN NEPTUNE BLISS
陳重彰
4C
CHEUNG HO JUN ALVIN
張皓俊
4C
LIN YAU YIN
林祐賢
4C
YEUNG CHIN FUNG
楊展峯
6C
PAK CHI YUEN
白智遠
6C
PONG KA HO
龐嘉浩
6C
SHUM HO PAN
沈豪斌
2D
LAI SAN YU
黎新禹
4C
TONG KAM HUNG
唐錦鴻
6C
SHUM HO PAN
沈豪斌
1A
CHENG LONG CHING
鄭朗正
1D
CHEUNG LAAP VALEN
章 立
4C
CHEUNG HO JUN ALVIN
張皓俊
4C
TONG KAM HUNG
唐錦鴻
4B
CHONG WING ON
莊永安
4C
LO KIN WA
羅健樺
麥可兒
4E HO SUM YI
何芯怡
鄭芷婷
4E LAM SIN HAN
林善嫻
伍曉茵
4E WONG SZE NGA
黃詩雅
2A WONG SEK HEI
王碩禧
3D MOK WING TUNG
莫泳浵
3A LI KIN CHIU
李健超
4D YIP TSZ MING
葉梓銘
3A CHAN WAI TUNG
陳蔚彤
4E KAM WING CHI
甘詠之
3C CHAN WING YIN PHOEBE
陳泳妍
5B CHAN WING HUNG
陳頴虹
3A LI KIN CHIU
李健超
3D MOK WING TUNG
莫泳浵
陳蔚彤
3D YEUNG NGA WING
楊雅詠
李玉媛
4D YIP TSZ MING
葉梓銘
聖 約 瑟 書 院 主 辦 第三 屆 校 際 辯論 精 英 邀 請 3A CHAN WAI TUNG
賽:季軍
3A LI YUK WUN
王華湘中學主辦暑期辯論邀請賽 2012:季軍
LIN SIU KWAN
Winners
4A MAK HO YI
第十三屆消費文化考察報告獎中榮獲「高級組
4C CHENG TSZ TING
特別嘉許」奬
4C NG HIU YAN
瑪利諾書院主辦第一屆聯校辯論邀請賽:冠軍
4C
3C CHAN WING YIN PHOEBE
陳泳妍
2E KU YUEN SHEUNG YVETTE
古源雙
3C CHAN WING YIN PHOEBE
陳泳妍
2E LAI SHEUNG YI RACHEL
黎尚怡
3D YEUNG NGA WING
楊雅詠
3A CHAN WAI TUNG
陳蔚彤
4E KAM WING CHI
甘詠之
21
b. Youth Arch Student Improvement Award Scholarship (11-12)
1A
CHAN HO WANG ERNEST
陳灝宏
4A
KWAN MAN TING
關敏婷
1B
CHU CHING SHAN BIANCA
朱靖山
4B
CHAN CHEUK YIN
陳卓彥
1C
WONG HEI WANG
王熙弘
4C
WONG WAN HANG
王蘊衡
1D
TANG CHUNG HIN
鄧頌軒
4D
HUI YIN KI
許嫣琪
4E
TSANG WING SZE
曾穎詩
2A
CHING HO CHING
程可晴
2B
CHAN TSZ KWAN
陳祉鈞
5A
CHEUK YIN
卓 然
2C
LI TIN YAN
李天欣
5B
LI SAU LAI
李秀麗
2D
CHOY WING PIN WINNIE
蔡穎翩
5C
CHOW LOK HIN
周樂軒
2E
YEUNG CHEUK WING
楊卓穎
5D
MAK CHIN SHING
麥展誠
5E
CHENG WING HAN
鄭詠嫻
3A
KWONG WING SEE VINCY
江頴詩
3D
LAM LEONG TING
林亮廷
3B
YAU HIU TUNG
邱曉彤
3E
IP HO NAM KELVIN
葉浩男
3C
CHOW KA YEE
周珈沂
c. Winners of the 63rd Hong Kong Schools English Speech Festival
(Total Number of Participants : 122)
Events
Winners
2A
TSOI YAN LAM ANNABEL
蔡恩霖
Solo Verse Speaking
3E
CHAN HOI YIN
陳凱姸
Dramatic Duologue
4A
LEE WAI CHING
4
Dramatic Duologue
5C
5
Solo Verse Speaking
6
Dramatic Duologue
7
Dramatic Duologue
3C
1
Dramatic Duologue
2
3
Prizes
&
2C
FUNG JANICE WING YEE
馮穎儀
李慧楨
&
4A
YEE HIU YIN
余曉妍
YIP CHUN SHING
葉鎮誠
&
5D
CHAN CHIN WAI
陳展蔚
2E
TSE TSOI YAN
謝采殷
3B
NG CHING NAM
吳婧嵐
&
3C
PO HO LAM
布皓菻
LEE KA KI
李嘉淇
&
3E
LO YUNG YUNG
勞蓉蓉
8
Prose Reading
4A
MAK HO YI
麥可兒
9
Dramatic Duologue
4C
LEE TZE CHING JENNIFER
李芷晴
&
4C
POON WAI YIN
潘慧賢
10
Dramatic Duologue
4D
WONG CHUNG YIU
黃頌堯
&
4D
YIP TSZ MING
葉梓銘
11
Public Speaking Solo
4D
WONG LOK HEI
黃諾晞
12
Prose Reading
5A
CHEUNG KA YAU
張嘉祐
13
Dramatic Duologue
5B
WAI HOI TUNG
韋愷彤
&
5E
WAN CHING YIU
溫靖瑤
14
Public Speaking Solo
5D
CHAU SHUK YEE
周淑儀
15
Solo Verse Speaking
2E
PANG TSZ HANG
彭旨行
16
Public Speaking Solo
3A
CHAN WAI TUNG
陳蔚彤
17
Dramatic Duologue
3A
YIM SZE KI SUKIE
嚴詩淇
&
3B
LO YAN NOK
羅恩諾
18
Dramatic Duologue
3C
CHAN WING YIN PHOEBE
陳泳妍
&
3E
TSA OI LAM
謝靄霖
19
Dramatic Duologue
4A
CHAN LOK KA
陳樂家
&
4E
HO LOK HANG
何樂桁
20
Solo Verse Speaking
4C
CHENG ON TING
鄭安婷
21
Public Speaking Solo
4C
CHEU WING SZE WINCY
徐穎詩
22
Dramatic Duologue
4C
AU WING SHAN
區頴珊
&
4E
MOK HOI KIU
莫凱喬
23
Dramatic Duologue
4D
HUI YIN KI
許嫣琪
&
4E
YU WAI YEE LORRAINE
余蔚誼
24
Prose Reading
4E
HO LOK HANG
何樂桁
25
Public Speaking Solo
5C
LAM HEI TUNG FREDERICA
林浠彤
26
Solo Verse Speaking
5E
CHAN NGAI SAN
陳藝新
22
1st
2nd
3rd
d. Winners of the 63rd Hong Kong Schools Chinese Speech Festival
(Total Number of Participants : 115)
項目名稱
獲獎者
1
中一、二級普通話男子詩詞獨誦
2A
WONG SEK HEI
王碩禧
2
3
中一、二級普通話男子詩詞獨誦
1A
3D
HO CORAN KWOK FUNG
CHU LOK YIU JANICE
何國峰
中三、四級普通話女子詩詞獨誦
4
中三、四級粵語二人朗誦
3A
ZHAO WENHUI
趙文慧
5
中三、四級粵語二人朗誦
3C
CHAN WING YIN PHOEBE
6
中三、四級粵語二人朗誦
3C
LAM KEVIN
7
中一級粵語男子詩詞獨誦
1A
陳奕銘
8
中三、四級粵語二人朗誦
4A
CHAN YIK MING
LEUNG SIN CHING
9
中三、四級粵語二人朗誦
4A
KWAN MAN TING
10
中五至中七級粵語二人朗誦
5A
11
中三、四級粵語二人朗誦
12
13
獎項
朱樂瑤
冠軍
3B
CHEN YUK MAN
陳毓蔓
陳泳妍
3C
KWAN CHUI CHU
關翠珠
林煜傑
3D
MOK WING TUNG
莫泳浵
梁善晴
4B
HOU HEI TUNG
侯熹彤
關敏婷
4D
LAU MAN CHING
劉敏晴
LIN YUEN YEE
林婉儀
5C
WONG WAI CHUEN
黃韋銓
4D
CHONG WAI LEE
莊慧俐
4D
POON YAN
潘
中四級粵語女子散文獨誦
4A
CHAN LOK KA
陳樂家
中四級粵語女子詩詞獨誦
4A
KWAN MAN TING
關敏婷
14
中一級粵語男子詩詞獨誦
1B
CHAN WAI CHUNG
陳瑋聰
15
中一、二級普通話女子詩詞獨誦
1B
WONG NOK YAN
王諾忻
16
中三、四級粵語二人朗誦
3D
LEUNG WAI YING
梁慧瑩
3E
CHAN HOI YIN
陳凱姸
17
中三、四級粵語二人朗誦
3B
TSUI TSZ WAI
徐芷慧
3D
CHAN WING SUET STELLA
陳穎雪
18
中三、四級粵語二人朗誦
3A
CHEN KA LAM
陳嘉琳
3A
NG NGA TING
吳雅婷
19
中五至中七級粵語二人朗誦
5D
CHE CHEUK YI
池綽宜
5D
WONG YI MAN
黃爾汶
20
中五至中七級粵語二人朗誦
5E
LEUNG OI KI
梁靄琪
5E
YUEN HO KEI
袁可琪
21
中五至中七級粵語二人朗誦
5C
WONG HIU PING
王曉冰
5E
TO WING KI
杜穎淇
22
中五級粵語女子詩詞獨誦
5B
LAW ON TUNG
羅安彤
5E
Winners
陳藝新
CHAN NGAI SAN
Youth Unit 66 (Wa Ying College)
亞軍
欣
季軍
e. Community Services
(i) Hong Kong Red Cross
Events
Best Captain of West Kowloon Division Youth First Aid Competition of Red Cross
Gold Award for Volunteer Service
(ii) The Scout Proficiency Badge
Events
2012 香港童軍總會九龍地域優異旅團銅獎
Chief Scout’s Award
4A
2A
2B
2C
1C
1C
Challenger Award
Voyager Award
YEE HIU YIN
CHIN YING NI
CHAN YAN YEE ELIM
HONG HO WAN
FENG JIAQI
WONG SUM YIN
Winners
華英中學 - 九龍第二七三旅
余曉妍
4E
CHAN TSZ YING
金穎妮
2D
LAU CHI HO
陳恩怡
2D
CHOY WING PIN WINNIE
康皓雲
馮嘉琪
1D
TO MAN YIN
黃琛彥
2C
LAU TAK CHUN
陳紫盈
劉志浩
蔡穎翩
杜旻諺
劉德俊
(iii) The Community Youth Club
Event
1A
4B
5D
Green Badge
CYC Service Scheme
Yellow Badge
23
Winners
LO MING FOR
CHENG YUET SUM
CHAU KA LAI
羅銘科
鄭悅琛
周嘉麗
f. Sports
1.
Bauhinia Bowl Award
th
Overall 7
2.
(Out of 197 co-educational schools in H.K. Island & Kowloon district.)
Inter-school Swimming Championships
Events
Boys A Grade (Division 2)
HK Island & Kowloon
Boys B Grade (Division 2)
HK Island & Kowloon
Boys C Grade (Division 2)
HK Island & Kowloon
Girls C Grade (Division 1)
HK Island & Kowloon
3.
Prizes
2nd
2nd
4th
3rd
50 M Breast Stroke
50 M Back Stroke
100 M Free Style
200 M Free Style
6A
5E
4A
4A
4A
5E
5C
6A
Winners
FUNG SZE CHUN
IP CHIN WANG
CHEUNG KA MING
CHEUNG KA MING
CHEUNG KA MING
IP CHIN WANG
YIP CHUN SHING
FUNG SZE CHUN
馮思進
葉展宏
張家銘
張家銘
張家銘
葉展宏
葉鎮誠
馮思進
4 X 50 M Medley Relay
4th
50 M Free Style
50 M Butterfly
200 M Individual Medley
2nd
2nd
4th
4E
4E
4E
MUI CHIN HO
MUI CHIN HO
TO LOK HIM
梅展豪
梅展豪
杜樂謙
50 M Breast Stroke
50 M Back Stroke
50 M Free Style
100 M Free Style
4th
4th
2nd
2nd
4 X 50 M Medley Relay
3rd
2A
1B
2E
2E
2E
2E
2A
1B
陳斯朗
賴俊銘
黎彥弘
黎彥弘
黎彥弘
杜進謙
陳斯朗
賴俊銘
Boys C Grade Overall
4th
CHAN SZE LONG
LAI CHUN MING
LAI YIN WANG
LAI YIN WANG
LAI YIN WANG
TO CHUN HIM
CHAN SZE LONG
LAI CHUN MING
Boys C Grade Swimming Team
50 M Breast Stroke
4th
1C
KOO MAN YAN
古旼昕
Inter-school Badminton Championships
Events
Prizes
Boys B Grade
(Division 2) Kowloon
2nd
2B
3A
3B
3B
TAM KWAN HO
LIU TSZ HO
TANG CHEUK YIU
TSE CHI HIN
Boys C Grade
(Division 2) Kowloon
4th
1A CHEUNG CHO LAAM
1C LAM HEI LONG HERON
1D KADIR LATEEF
Boys Overall (Division 2) Kowloon
4th
Winners
譚鈞濠
3C LO TUN YIN
廖梓皓
3E CHUNG HON KIT
鄧卓堯
4B MA SIU CHUNG
謝志軒
羅敦彥
鍾漢傑
馬少翀
張楚嵐
林浠朗
陳柏泓
李栩僑
黃炯聰
黃永証
2B LI HUI KIU
2B WONG KWING CHUNG
2E WONG WING CHING JEREMY
Boys Badminton Team
24
4.
Inter-school Basketball Championships
Events
Girls B Grade
(Division 3)
Prizes
3rd
Girls C Grade
(Division 3)
2nd
3B
2E
3A
3C
3C
NG CHING NAM
WONG PUI MAN
CHU WAI CHING
AU WAI TSUN
PO HO LAM
1A
1A
1A
1A
CHAN WING YEE
CHIK SIU YING
LEUNG ESTHER
SHONG WUT YI
1B TUNG LING SAMANTHA
Girls Overall (Division 3)
5.
陳詠儀
戚小莹
梁以斯
常活兒
董
聆
梁晞媛
麥可兒
鄭悅琛
許天愛
2A CHIN YING NI
2A YAU SHUK TING
2B LEUNG CHUI WUN SHARON
2C CHAN KA KI
金穎妮
游淑婷
梁翠媛
陳嘉淇
2C CHAN WING CHUK
陳頴竹
Girls Basketball Team
2nd
Inter-school Beach Volleyball Championships
Events
(Division 1) HK Island & Kowloon
6.
Winners
吳婧嵐
3E LEUNG HEI WOON
黃佩雯
4A MAK HO YI
徐葦程
4B CHENG YUET SUM
區惠蓁
4B HUI SALLY TIN OI
布皓菻
Prizes
1st
6D SIU CHEONG HUNG
Winners
蕭昌鴻
7B CHAN TING FUNG
陳霆峰
Inter-school Volleyball Championships
Events
Boys A Grade
(Division 1) HK Island & Kowloon
Events
All Hong Kong Schools Jing Ying
Volleyball Tournament
Events
Girls C Grade
(Division 3)
Prizes
4th
4C
5A
5B
5B
5C
5C
CHIU MAN LUNG
KWOK CHUN HONG
CHUNG CHEUK WAI RYAN
SZETO JEFFREY CHAKFUI
KWOK HOI MAN
TONG WING MING
Winners
趙文龍
6A
郭俊康
6A
鍾卓瑋
6D
司徒澤奎 7A
郭凱文
7B
唐穎銘
7B
LIU TSUN LOK
SIU TSZ HIM
SIU CHEONG HUNG
LEE CHI KWONG
CHAN TING FUNG
TANG TIN YAN
劉浚樂
蕭子謙
蕭昌鴻
李志廣
陳霆峰
鄧天恩
4B
4C
4E
4E
5A
5B
CHEUNG WING FAI BILLY
CHIU MAN LUNG
LAU TSZ CHUNG
TO LOK HIM
KWOK CHUN HONG
CHUNG CHEUK WAI RYAN
Winners
張永暉
5B
趙文龍
5C
劉子頌
6D
杜樂謙
7A
郭俊康
7B
鍾卓瑋
7B
SZETO JEFFREY CHAKFUI
TONG WING MING
SIU CHEONG HUNG
LEE CHI KWONG
CHAN TING FUNG
TANG TIN YAN
司徒澤奎
唐穎銘
蕭昌鴻
李志廣
陳霆峰
鄧天恩
1A
1A
1A
1B
1C
1C
1C
LEE LOK HANG
SU IRIS
TSOI HIU LAAM
CHEE SIN SUM
FENG JIAQI
LIU WAN CHI
WONG SUM YIN
Winners
李樂恒
1D
蘇嘉慧
2A
蔡曉嵐
2A
朱善心
2A
馮嘉琪
2B
廖蘊姿
2B
黃琛彥
2C
CHU CHO WING
CHEUNG YEE TUNG
LI LOK YIN
SUEN HIU TUNG OLIVIA
CHUI CHO YI
LEUNG TSZ CHING
FUNG JANICE WING YEE
朱楚穎
張綺彤
李樂然
孫曉桐
徐早怡
梁紫程
馮穎儀
Prizes
1st
Prizes
2nd
25
7.
Inter-school Athletics Championships
Events
Prizes
3rd
3rd
6C
6D
Winners
PONG KA HO
SIU CHEONG HUNG
龐嘉浩
蕭昌鴻
Boys A Grade (Division 3)
5000 M
Shot Put
Boys B Grade (Division 3)
Javelin
High Jump
2nd
2nd
3A
4E
LIU TSZ HO
LAU TSZ CHUNG
廖梓皓
劉子頌
Boys C Grade (Division 3)
High Jump
4th
2C
YIP YUI HO
葉睿豪
Prizes
4th
4A
WU MING YING
胡明瑩
4th
2A
YAU SHUK TING
游淑婷
Events
Girls A Grade (Division 2)
400 M
Girls C Grade (Division 2)
Shot Put
8.
Inter-school Cross Country Championships
Events
Girls A Grade (Division 3)
Prizes
3rd
4th
Overall
Champion
2nd
3rd
4th
Girls B Grade (Division 3)
Overall
Champion
3rd
Girls C Grade (Division 3)
Overall
Champion
Girls Overall (Division 3)
Champion
9.
Winners
5E
6C
4A
5A
5A
SUEN ALTHEA
YEUNG HIU CHING
LEUNG SIN CHING
FU KA KI
LEUNG LING YI
Winners
孫曉嵐
楊曉晴
梁善晴
5E SUEN ALTHEA
符珈淇
5E ZHANG YUHUA
梁菱兒
6C YEUNG HIU CHING
4A
4E
4A
2B
3D
4A
4A
YEE HIU YIN
SO HOI YING
MAK HO YI
CHAN YAN YEE ELIM
LEUNG WAI YING
LAW WING HEI
LO JANICE CHEUK YIN
余曉妍
蘇凱熒
麥可兒
陳恩怡
梁慧瑩
羅穎希
羅卓妍
2B
1A
1B
1C
1C
LEUNG CHUI WUN SHARON
梁翠媛
常活兒
王諾忻
郭美廷
謝曉彤
SHONG WUT YI
WONG NOK YAN
KWOK MEI TING
TSE HIU TUNG VANESSA
孫曉嵐
張玉華
楊曉晴
4A MAK HO YI
4A YEE HIU YIN
4E SO HOI YING
麥可兒
余曉妍
蘇凱熒
1D CHAN HAU TUNG
2B LEUNG CHUI WUN SHARON
2E KWOK CHUNG YAN
陳巧桐
梁翠媛
郭頌恩
Girls Cross Country Team
BOCHK Bauhinia Bowl Award (HK & KLN Region – Co-Ed Schools)
Events
Outstanding Athlete Award 2011-2012 – Beach Volleyball
Outstanding Athlete Award 2011-2012 – Volleyball
Sportsboy of the year 2011-2012
Winners
6D
26
SIU CHEONG HUNG
蕭昌鴻
g. Music - Winners of the 64th Hong Kong Schools Music Festival
(Total Number of Participants : 168)
Events
1
Original Composition
2
Recorder Duet: Age 14 or under
3
4
Winners
Prizes
5B
WONG CHUNG YEUNG
王仲楊
3A
CHAN WAI TUNG
陳蔚彤
3D
IP TSZ CHING
葉梓晴
Descant Recorder Solo: Age 12 or under
1B
CHU CHING SHAN BIANCA
朱靖山
Bass Solo: Age 18 or under
5C
WONG WAI CHUEN
黃韋銓
5
Bass Solo: Age 18 or under
4E
KWAI CHUN UE
季晉馭
6
Male Voice: Age 16 or under
4E
TSOI HON SAN
蔡漢燊
7
Graded Piano Solo: Grade 7
4A
LEE WAI CHING
李慧楨
8
Graded Piano Solo: Grade 7
5B
YAU CHUN KIT
游駿傑
9
Graded Piano Solo: Grade 5
1B
CHENG KA KIT
曾嘉傑
10
Graded Piano Solo: Grade 5
2C
WONG HIN NANG
黃顯能
11
Clarinet Solo: Junior
3D
CHUNG TSZ LOK
鍾子樂
12
Recorder Band: Secondary School
Wa Ying College Recorder Band
華英中學木笛樂隊
13
Recorder Ensemble: Secondary School
Wa Ying College Recorder Ensemble
華英中學木笛小組
14
Descant Recorder Solo: Age 16 or under
4B
SO WING YI
蘇穎宜
15
Descant Recorder Solo: Age 16 or under
4E
WONG WAI YAN
黃煒欣
16
Descant Recorder Solo: Age 14 or under
3B
LEE TAT SING
李達星
17
Bass Solo: Age 18 or under
5C
HUNG TIN HANG
洪天恒
18
Bass Solo: Age 18 or under
5E
SUI KIN HEI STEPHEN
帥健僖
19
Male Voice: Age 16 or under
4C
CHAN NEPTUNE BLISS
陳重彰
20
Graded Piano Solo: Grade 7
1A
TAM HIU CHING
譚曉正
21
中阮獨奏:高級組
4C
AU WING SHAN
區頴珊
22
Clarinet Solo: Senior
5A
TSE HON PAN
謝瀚斌
23
Mixed Voice Choir: Singing in Foreign Language
Intermediate: Age 16 or under (1st division)
Wa Ying College Senior Choir
華英中學高級合唱團
24
十六歲或以下中級組混聲合唱
中文歌曲組(第一組別)
Wa Ying College Senior Choir
華英中學高級合唱團
25
十四歲或以下初級組混聲合唱
中文歌曲組(第二組別)
Wa Ying College Junior Choir
華英中學初級合唱團
26
Vocal Ensemble: Madrigal Secondary School:
Mixed Voice
Wa Ying College Madrigal
華英中學牧歌小組
27
Recorder Duet: Age 14 or under
3C
LAM CHAK WA
3C
LEE YAN WING
林澤樺
李欣穎
28
Female Voice Duet: Age 14 or under
2A
2C
TSOI YAN LAM ANNABEL
FUNG JANICE WING YEE
29
Descant Recorder Solo: Age 16 or under
4E
CHEUNG CHUI HAN
馮穎儀
張翠嫻
30
Descant Recorder Solo: Age 14 or under
3D
MOK WING TUNG
莫泳浵
31
Descant Recorder Solo: Age 14 or under
2D
TAM HIU SUET
談曉雪
32
男聲獨唱:16 歲或以下中文歌曲組
4C
CHOY KWUN WA
蔡冠華
33
Female Voice: Age 14 or under
3D
CHU LOK YIU JANICE
朱樂瑤
34
Graded Piano Solo: Grade 7
1C
CHAN HOI YING
陳凱瑩
35
Graded Piano Solo: Grade 5
4A
LIN CHIEN AN
林建安
36
Violin Solo: Grade 6
1D
TANG CHUNG HIN
鄧頌軒
37
Alto Saxophone Solo: Junior
3E
LAM CHEUK KWAN
林焯堃
38
Guitar Solo: Intermediate
4A
WU MING YING
胡明瑩
27
1st
2nd
蔡恩霖
3rd
Events
Winners
2011 香港青年音樂匯演管樂團比賽:中學初級組銀獎
WA YING COLLEGE SYMPHONIC BAND
華英中學管樂團
2011 香港青年音樂匯演交響樂團比賽:中學 A 組銅獎
WA YING COLLEGE SYMPHONY ORCHESTRA
華英中學管弦樂團
WA YING COLLEGE SENIOR CHOIR
華英中學高級合唱團
WA YING COLLEGE JUNIOR CHOIR
華英中學初級合唱團
WA YING COLLEGE SYMPHONY ORCHESTRA
華英中學管弦樂團
循道衞理聯合教會第二屆屬校聖詩歌唱匯演(中學組)2012:
查理士衞斯理盃銀獎及最佳團隊精神獎
h. Arts & Culture
Events
The Arts Ambassadors-in-school Scheme
organized by HKADC
Seeing is believing Visual Arts and Fund
Raising Project 2012
Winners
5E
TO WING KI
杜穎淇
3C
TAM SZE YAN
譚詩欣
4E
TSANG SIN YUK
曾倩鈺
3D
WONG KI TSUN
黃麒蓁
4E
WONG SZE NGA
黃詩雅
4C
CHENG ON TING
鄭安婷
4E
WU KA MAN
胡嘉敏
4C
LING JOYCE
林曉嵐
4E
YU WAI YEE LORRAINE
余蔚誼
4D
CHAN HAU PUI PEGKY
陳巧珮
5D
CHEN HOI YAN
陳凱欣
4D
CHEUNG HIU TING
張曉婷
5D
CHOW YUK YEE SARA
周鈺貽
4D
CHONG WAI LEE
莊慧俐
5D
KAIAROONSUTH CHONTICHA
吳瀞涓
4D
HUI MAN YAN
許雯昕
5D
LAM HANG YI
林杏宜
4D
LAI YIN KWAN YVONNE
黎彥珺
5D
LEUNG KA YAN
梁家欣
4D
LIU TSZ YAN
廖釨妡
5D
LEUNG YAT HEI
梁逸希
4D
LUK YAN YAN
陸茵茵
5D
PANG HOI MAN
彭凱雯
4E
CHAN FUNG MING
陳鳳明
5E
CHAN NGAI SAN
陳藝新
4E
CHAN KO MAN
陳高敏
5E
HUI PIK WA
許碧華
4E
HO HIU TUNG
何曉彤
5E
HUNG TSZ KEI
熊芷琪
4E
HO LOK HANG
何樂桁
5E
KWAN HOI LAM
關愷霖
4E
KONG CHUI SHAN
鄺翠珊
5E
LI HIU YAN
李曉欣
4E
LI PUI YING
李佩盈
5E
TO WING KI
杜穎淇
4E
MAK WAI YU
麥惠如
5E
YIP WING KEI WINKY
葉穎琦
4E
SO HOI YING
蘇凱熒
D. Financial Summary
Income($)
Balance B/F (Government funds and School Funds)
I. Government Funds
(1) OEBG Grant
(a) General Domain
(1) Admin Grant/Additional Clerical Grant
(2) School & Class Grant
-Lift Maintenance Grant
-Noise Abatement subsidy
-Air conditioning Grt for Preparation Room
of Laboratories
(3) Subject Grant--Senior Form
(4) Moral and Civic Education
(5) Composite Information Technology Grt
28
Expenditure ($)
3,976,236.17
3,457,894.00
722,101.53
79,680.00
187,982.00
3,463,633.99
1,118,985.00
53,211.00
187,982.00
8,414.00
21,335.00
14,785.00
397,585.00
11,570.00
14,921.80
1,805.90
372,186.17
(6) Chinese Extensive Reading Scheme
(7) English Extensive Reading Scheme
Sub-total:
(b) Special Domain
(1) Capacity Enhancement Grant
(2) Programme Funds for DC/Guidance
Sub-total:
(c) Grant Accounts
(1) Committee on Home-School
co-operation project
(2) Composite Furniture & Equipment Grt
(3) Enhanced NSSCS Grant
(4) New Senior Secondary Curriculum
Migration Grt
(5) MIG-Liberal Study
(6) Learning support Grant
(7) Deversity Learning Grant
(8) Afterschool Learning & support Programmes
Sub-total:
II. School Funds
(1) Tong Fai (including tuckshop rental,hire of
school premises,interest rec'd & F.1 entry fee)
(2) Fund-raising Walk/reserved
Fund transferred/sundries
exp
(3) Collect fee for Air-conditioning electricity
Sub-total:
14,785.00
14,785.00
0.00
2,348.10
4,919,346.53
5,226,643.96
498,185.00
7,639.00
1,406,078.41
7,242.20
505,824.00
1,413,320.61
14,418.00
506,528.00
1,011,555.00
15,724.20
456,528.00
689,063.75
0.00
0.00
150,000.00
105,000.00
82,800.00
21,400.00
205,980.00
140,866.94
105,000.00
82,800.00
1,870,301.00
1,717,362.89
1,607,784.00
568,786.00
290,828.30
290,828.30
269,230.00
2,167,842.30
156,916.24
1,016,530.54
Total Surplus for school year
89,455.83
Accumulated surplus as at the end of school year
29
4,065,692.00

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