Messages for Graduate of 2022
Message from the Principal - 2021
‘Goodbye’ was one of the most frequent words teachers and students in Hong Kong used in the 2021/22 school year. So many teachers left their schools, their profession or Hong Kong. So many students left their schools before graduation. During this 50th Anniversary year of our School, 11 teachers left largely because of emigration but also for other reasons such as further studies, early retirement, etc.. More than 10% of our students left before reaching graduation, with the majority of them heading to the United Kingdom, Australia and local international schools. When our teachers, classmates or colleagues leave for good, we naturally feel sad. So do I. On a Saturday afternoon in June 2022, when I was figuring out strategies to handle some vacancies left by departing teachers that still could not be filled, the American folk song ‘Where Have all the Flowers Gone’ came to my mind, as new lyrical ideas related to our present exodus sprang. The original folk song was a sad one commemorating young men who die as soldiers in wars. Yet in education we have to bring hope to those remaining. Hence I wrote:
| Where have all the teachers gone? Many leaving Where have all the teachers gone? Far, far away Where have all the teachers gone? Gone with children everyone Oh, when will they return? Oh, will they ever return? Where have all the children gone? Many leaving Where have all the children gone? Far, far away Where have all the children gone? Gone as students everyone | Oh, when will they return? Oh, will they ever return? Where have all the students gone? Many leaving Where have all the students gone? Far, far away Where have all the students gone? Gone with their learning everyone Oh, when will they return? Oh, will they ever return? Where has all the learning gone? It has never gone Where has all the learning gone? Here it stays | Where has all the learning gone? Students learn in classrooms From here they learn how to learn And keep learning lifelong Where have all the classrooms gone? They’ll never be gone Where have all the classrooms gone? Here they stay Where have all the classrooms gone? Gone to teachers, like this new one Those gone may never return With us, learning goes on |
| Since learning has to go on, even when many around us have gone, Pun U Wah Yan continues to excel in teachers’ teaching and students’ learning. The former could be witnessed in the Quality Education Fund’s continuation awarding our School to coordinate a Thematic Network leading other schools to excel in assessment literacy, our endeavour to transform our well-established differentiated curriculum frameworks of major subjects into assessment design, examination paper categorization and marking, individualised subject feedback to each student at end-of-school-year assessment reports, etc.. Three years after we had moved into our Pak Fuk Road campus, our teachers also completed the design and implementation of our six-year district-based life wide learning curricula that we had promised to the Government in our three-year development plan, in response to its allocation of the new campus to us. And our now-mature Students’ Association and Students’ Council, under the guidance of their teacher advisers, organised the first HK-wide Inter-Primary Schools Students’ Association Exchange Activity in July. |  |
When teachers excel, students excel too. Following the proper cultivation of a century-old Wah Yan tradition, closely nurtured students’ leadership and increased sense of students’ belonging to the school have led them to excellence in positive moral values and academics, as shown in our surveys and secondary school placement results. And when both teachers and students excel, more high-quality students and parents apply for admission. It is therefore so sad to bid premature farewells to so many colleagues and students when the institution is in a publicly recognized state of excellence, but we are determined to further improve our quality for future generations of Wahyanites, knowing that I will bid my own second farewell to PUWY (my first one was made in 1976) when I retire some day.
Messages for Graduate of 2021
From the Principal - 2020
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本學年是本校在百福道新校舍度過的第一個完整學年，而全年最隆重的活動，便是1月11日舉行的新校舍開幕典禮暨祝聖儀式。很感恩，整個典禮連同校史室的開幕禮能夠在新冠病毒病於香港爆發兩周前以高質素的水準完成，令員生大半年來的努力沒有白費。
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雖然長期停課帶來很多負面影響，但在全校員生的努力下，我校本年度仍取得以下成就：
- 開始在中、英、數、常四個主科全部或部分年級擬定科本的分層知識/能力學習目標，作為本年度評估項目的擬題基礎和以後照顧學習差異的分層教學目標。
- 為配合初小學生的多元智能發展，於一至二年級的中文、英文、數學、常識、倫宗科進行減低依賴紙筆，重視視覺、自然觀察、人際溝通和個人內省智能的評估項目，學生的學習成果有顯著的進步。
- 善用學校所屬新社區的資源及全日制的有利條件，透過課程統整及系統性全方位學習活動，豐富學生的學習經歷和效能。四年級以「探索柏架山認識香港歷史」和「在鰂魚涌公園探索東區的發展」為主題，三年級以「探索東區的房屋模式」和「體驗鰂魚涌公園」為主題，進行中文、英文、數學、常識和體育科的跨學科學習。
- 開始於各年級推行「管理學習行動計劃」，在班主任的帶領下，學生能在上半年第一階段訂立學習目標，編排上學期考試溫習時間表；其後反思過往實踐經驗；反思後再為下一階段訂立學習目標，螺旋式運作。全體班主任均認為螺旋式的「管理學習行動計劃」能提升學生自我管理學習的能力。
- 一至六年級中文和英文科的評核報告都以文字描述學生在聽、說、讀寫各範疇所掌握的知識或能力，讓家長更能瞭解學生的學習成果。
- 連續第三年獲得優質教育基金撥款，帶領三間學校進行以培養教師評估素養為目標的「主題網絡計劃」。
- 於1月份進行了第一屆學生會會長選舉，另於7月份進行了第二屆學生會會長選舉。在選舉論壇中可見學生尊重、聆聽、理性討論；參選者表達選舉過程能促進其反思，如反思自己的選舉策略是否恰當，有甚麼改善的地方等，並能培育學生民主參與的精神。學生會提供了不少機會讓學生實踐和展現其領袖的素質和技巧，如在停課期間顧問老師與內閣成員進行了15次視像會議，為同學籌辦了各項活動，包括：於網上設立功課答問區，錄製了四集溫習心得與全校同學分享，籌辦網上徵文及完成製作「校園樂‧生活Log」分享冊，協助拍攝「復課多面睇」的影片。從學生每次準時參與會議，會中作理性討論，聆聽意見後作適切的回應，按時執行已分派的工作等，可見學生能發揮理性、聆聽、反思、責任感、維護正義、重視修和等六項主導原則。
- 搬校後，完善硬件工程大致完成：老師、家長及學生一起設計、繪畫壁畫，除了展現學生的才華外，還帶出照顧弱勢社群的訊息；並已完成透過「間房」工程創造出來的圖書館延伸部份、音樂室延伸部份、教師資源室、教職員休息室、模擬駕駛室及校園電視台。
- 家長義工到校園開墾地下、二樓及四樓的花槽，學生園丁悉心打理，令校園實在生色不少。
本校已決定在疫情延續的下一個學年，所有全校性和科組的策略均需要有停課另類版本，一旦遇上無法預期何時會發生的長期停課時，學校能立即透過預先考慮的「B計劃」來進行網上活動，以達到原有的學習目的，務求在學術和課外活動方面都能做到「停課不停學」。
校長陳岡博士
Messages for Graduate of 2020
Messages for Graduate of 2020
各位2020年六年級畢業生：
「華小號」飛機伴你啟航
2020年，歷史上第一間私營公司研發的載人火箭順利啟航，將兩人經太空飛行成功送到國際太空站。此公司計劃最遲於2035年，透過數千次的載人火箭太空飛行，將一百萬人送到火星，在火星設立可以自給自足的人類殖民地。
2020年，新建成的「華小號」飛機運生抵本校，準備陪伴本年的畢業生啟航，以「禮仁勤信」的精神飛往你們將會升讀的中學，越過過往一年社會運動和新冠肺炎的陰霾，邁向豐盛的人生。
本年1月11日本校新校舍開幕典禮上，合唱團和弦樂團表演的「校舍在百福」一曲有以下的歌詞：
| 面對下世紀 在宇宙遠方 有個小星體將變移居的好地方 記起在百福 記起在香港 別了數十載的校訓 他鄉跟我闖！ |
知識會隨時間消逝 唯有價值、道德可千秋萬世！ 華小的「禮仁勤信」可貴 陪伴著我越過星際 華小的「禮仁勤信」可貴 陪伴著我越星際 留永輝 |
華小的校訓可以如何陪伴你們越過未來，邁向豐盛人生？
| 禮： | 尊重他人，尊重自己，尊重造物主，尊重大地和宇宙…那麼無論環境變得怎樣，你將贏得別人的尊重和心靈的平安。 |
| 仁： | 運用你的知識和能力去特別關愛貧乏的人，你將贏得他們的友誼和莫大的滿足感。 |
| 勤： | 努力不懈，邁向卓越，你將不會辜負上天給予你的才能，每一天都贏了昨天的自己。 |
| 信： | 對他人有信用，做事有誠信，你將贏得更多真正的朋友和信任你的工作伙伴。
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願上主祝福你們畢業後的人生！
校長陳岡博士
2020年6月
From the Principal - 2019
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When our School was founded in 1971, the Jesuits appointed Fr. Mallin as the Founding Principal. He, Supervisor Fr. Barrett and School Managers from the Pun U District Association, then led separate batches of A.M. school and P.M. school Teachers in the 12-classroom Shiu Fai Terrace campus, to provide education, Jesuit education with a tradition of more four centuries, to more than 1,000 students.
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The hardware development strategy adopted by Fr. Mallin at Shiu Fai Terrace was based on the Jesuit philosophy of holistic education, and his insistence in letting students experience fun during learning. Such fun was important in our School’s implementation of the Government’s compulsory primary education policy, launched in Hong Kong in the same year of 1971.
48 years later, as our School moved into the new premises at Pak Fuk Road, I cannot forget Fr. Mallin’s initial Jesuit ideal in developing the School’s hardware. He was the first, and probably also the last, Jesuit principal of our School. After his principalship, the torch of passing on the Jesuit primary education in Hong Kong was relayed from one generation to another by we lay and non-Catholic Teachers, through self-development according to the Ignatian spiritual tradition, and directives from the Jesuit Supervisor and the Society of Jesus.
Half a century after our School’s foundation, the global Jesuit educational philosophy is no longer confined to holistic education and joy in learning, but it also emphasizes mindfulness and reflection, appreciation of Nature, service learning, searching for excellence, making good use of science and technology, etc.. Therefore, as a one of the schools in the world pioneering in quality assurance of Jesuit education, we need to return to the initial Jesuit ideals in developing hardware in the new campus. In future, we may not have Jesuit Principals or Teachers, therefore, the hardware in every corner of the campus shares the role of telling oral Jesuit educational history in everyday school life, enabling future teachers to teach Jesuit educational ideals through such hardware. Readers can understand more about the links between the new campus’ design and educational concepts behind from the back cover of this publication.
May Frs. Mallin, Barrett and our Founders bless our educational service in the new campus from above!
John K. Tan (Dr.)
Messages for Graduate of 2019
Messages for Graduate of 2019
Message from the Principal
Dear Graduates of Class 2019,
This school year of 2018/19 has been a year of great changes for you all. You prepared for moving to our new campus, first scheduled for September, then November, then February and finally on 23 April 2019, while most of you were in Beijing for your longest school trip outside Hong Kong. You then had your first and your last 2.5 months of whole-day primary schooling experience, and you are now awaiting for the great transition to secondary school life.
Outside our school, we are also experiencing big changes. Our feeder secondary school, Wah Yan College Hong Kong, will have a new school principal next year, which means a lot for many of you who are going to study there. In Hong Kong, we see increasing tension between the Government and many citizens over the proposed amendment of the extradition ordinance. At the national and global levels, we are experiencing a trade war between China and the USA, and further warming of the planet. All these changes may affect our future.
In face of big changes, keeping our positive internal core unchanged is important, such as the following Characteristics of PUAWYPS Graduates: being conscious of my own feelings, accepting my own strengths and limitations and trying to surpass the latter, keeping a habit of reflection, work diligently towards excellence, being not afraid to take risks, and willing to learn from failures. With these, you can achieve success in secondary school life, find peace in the middle of tension in society and the world, and see hope in the future of humanity.
John K. Tan (Dr.)
Messages for Graduate of 2018
各位六年級畢業生：
我們一起告別華小校園
學校全體老師和校長很少會與應屆畢業生一起告別校園，但在2018年，我們將一起告別華小肇輝臺校園。
我們將一起面對各自不同的新環境：畢業生將在中學面對新的老師、新的中一同學、新的課程(甚至主要授課語言轉為英文)和新的學校文化。教師將面對一個更接近社區中心的校園、新校所在學校村的新鄰居、區內適齡入學新生人口開始下降的變化、和新校舍及全日制帶來活動面積和時間上更大空間等挑戰。面對這些轉變之際，我們可以怎樣彼此互相鼓勵？
對於一些充滿自信的畢業生來說，幾經辛苦過了一道難關(兩年的呈分試)，來到屬自己第一志願的中學，短期內未見到另一個要跨越的難關(六年之後才考文憑試，高中選科也是中三的事)，想放鬆一下在所難免。成功的初中學生，是那些即使不必立即面對公開試、也能為自己訂定目標的學生。這些目標可以是短期的，例如在某科目或某學習範疇(例如代數、英語詞彙)方面、某運動項目或其他課外活動的表現等；亦可以是長遠的，例如要被某大學取錄(有些大學是看中三成績的，或取錄機會受影響中四選科的中三成績影響，或整個中學生涯課外活動方面帶來的成長)，自己要在初中三年在學業和非學業方面達到什麼成就。對於充滿自信的老師來說，捱了這麼多年擠迫和時間緊張的半日制校舍，到了新校，地方和時間都充裕了，但卻不會因此怠慢新環境下的工作，因為地方和時間的資源多了，學生可以發揮的潛能相應地增加，以學生為本的教學目標也會改變。
為另一些學生，轉變帶來的不明朗因素，卻會令他們因安全感下降而變得缺乏自信。一些著重學業名次的畢業生，到了充滿來自五湖四海「猛人」的中學後，第一個學期考出來的名次可能比小學時明顯滑落。一些校友因此自信受到打擊，覺得自己原來是比不上他人，而開始放棄對學習的認真態度，忘記了母校經常教導他們「真正的卓越不是將自己的成就與他人的成就比較，而是今天的我比昨天的我進步，並決心繼續努力發展自己的潛能」。這些華小畢業生應先確定自己在新環境已作出過的努力，然後針對學習上的困難，向師長尋求協助和自己尋找更有效的學習方法，力求更大的進步。同樣道理，華小搬到新的校網，將會遇到一些在某些方面比我們做得更好的學校。我們不必因此失去自信，應先欣賞和慶祝我們已有的進步，並用教導學生的卓越概念鞭策自己，虛心向專業表現卓越的區內同工學習。
升中是學生個人成長的轉捩點，搬校是教職員專業成長的契機。「在資源許可的情況下，實踐耶穌會教育的學校為校友繼續提供輔導和培育，好讓他們邁向長大成人之際，能將在校時所受過的教導付諸實行，並加深他們服務他人的熱忱」(《耶穌會教育特徵》#135)。我們歡迎你們到我們的新校舍向老師尋求傳道、授業或解惑，也需要你們和你們的家長未來繼續支持我們。
願上主祝福你們畢業後的人生！
校長陳岡博士
2018年5月
Messages for Graduate of 2017
各位六年級畢業生：
很多年前，我從華小畢業時，有一位姓李的同學在我的紀念冊上寫了十個字：「吃得苦中苦，方為人上人。」畢業後我從沒有機會再見過他，但他這一句說話影響了我直至今天。
華小開辦之年(1971)，是香港政府開始提供免費小學教育的一年。我們這些在華小創校之年開始在此唸書的同學，讀書不是苦，沒有書讀(即沒有出路)才是苦。四十五人擠在一班，也不是苦，因為有很多朋友。學校和家中沒有冷氣設備，也不是苦，因為有可以轉動和選擇兩個風速的風扇已很足夠。每兩週就有一次測驗，也不是苦，而是給我們機會鍛鍊，以便考試前有更多限時答題的經驗。被老師體罰(當年是合法的)，也不是苦，因為當年老師的體罰比家長施行的體罰，輕微得多。
在那些年，什麼是苦呢？學生因為不改善自己待人接物的短處而被同學排斥是苦(這一點廿一世紀也適用)。眼見成績每況愈下，但仍不能或不肯改變低效能的溫習方法，無法創新而失去進步的能力，是很大的苦(時代巨輪也不會改變這一點)。在未有強迫初中教育的年代，一些資質不差的同學在高小不勤奮學習，升中試成績令他不能入讀政府津貼學費的官立或津貼中學，而要入息不高的父母供他讀私立中學，在中學階段目睹父母要做多一、兩份兼職去賺取私校收取的高昂學費，是遲來的痛苦。最後，若自己在學業、運動或家庭社經地位比他人的優越，因此鄙視他人，覺得自己比他人重要，到有一天發現自己在學業上不再是全班最優異，或因長期傷患而在運動場上失去昔日的光輝、或因家庭經濟經歷巨變而要再從住大屋搬到住板間房，因失去這些種種外在的優越感而失去自信，抬不起頭來面對朋輩，這是最大的痛苦。
我現在明白，李同學在紀念冊上所寫的「人上人」，對我來說是做一個能領導自己的人。這個「領導自己」的能力，是活出豐盛人生(不是指做文憑試狀元或銀行總裁)的基礎，而「領導自己」須具有四項並非與生俱來的特質：
- 自我意識：華小畢業生「能接納自己的長處和局限，並嘗試突破局限」(《特質》2)。同學若排斥自己，他們當然不對，但受排斥之苦的自己卻不應只用手指指著他人，反而應指著自己，認清自己的弱點，利用自己的長處去改善，屢敗屢試，才能在人際關係中取得突破。
- 創造力：華小畢業生「善於運用想像力」，而創新須「不怕冒險，願意從失敗中學習」(9及3.3)，離開安全地帶(comfort zone)(例如付出更多溫習時間去試一種新的溫習方法去挽救每況愈下的成績)。第一次創新可能因失敗帶來新的痛苦，但時代、環境已變，不創新將會長期痛苦。
- 愛：華小畢業生「能以同理心和慈悲心對待他人，並願意成為Boys For and With Others」(《特質》4及4.4)。能從父母、兄弟姊妹或朋友面對的處境為他們設想，以行動而非只靠語言表達關懷和愛心，將令他們更愛和更尊重你。
- 由謙卑開始建立團體：全級考首十名的華小畢業生要意識到全級考最後十名的同學也可以教你一些你不懂的事物；做後備的足球隊成員也可以身教正選的神射手；住公屋的同學可以傳授一些住豪宅同學缺乏的生活經驗給後者。謙卑的生活態度是建立和激勵團體的開始。
願上主祝福你們畢業後的人生，並使你們能領導自己！
校長陳岡博士
2017年6月
