Editor’s Note  The Hong Kong Diploma of Secondary Education (HKDSE) was introduced as part of the Hong Kong SAR’s “3-3-4” academic structure reform in 2009. Under this framework, students are required to complete three years of lower secondary education, followed by three years of upper secondary education, before sitting for the HKDSE examinations. Candidates who meet the requisite standards are awarded the HKDSE certificate.

Currently, with recognition from over a thousand universities worldwide and inclusion in the Admission Scheme of 165 Mainland higher education institutions, the HKDSE has established a “Hong Kong SAR–Chinese mainland–Overseas” tripartite pathway for tertiary progression.

In the 2025–2026 academic year, YCYW has introduced the HKDSE curriculum at YCIS Shanghai, YCIS Beijing, YWIES Guangzhou, and YWIES Zhejiang Tongxiang. This expansion opens up broader global pathways for our students, significantly enhancing their opportunities for university admission and international competitiveness.

On 15 July 2026, the results of the Hong Kong Diploma of Secondary Education (HKDSE) examination were officially released.This year saw over 58,000 candidates sit the examination—a record high—with the number of private candidates increasing by 18% year on year, making competition fiercer than ever. 

The inaugural cohort of YWIES Zhejiang Tongxiang's HKDSE Ge Zhi Class—students who transitioned from public schools to the HKDSE programme during their last year of Upper Secondary —delivered an impressive set of results after nine months of intensive preparation. 

Chinese and Mathematics stood out with outstanding 5** and 5* distinctions, whilst the sciences—Physics, Chemistry, and Biology—also performed solidly.

In English, all students in the cohort achieved Level 3 or above, a figure that far surpasses the pass rate of day school candidates across Hong Kong SAR—demonstrating YWIES Zhejiang Tongxiang's strength in English language teaching as an established international school.

50% of students have met entry requirements from Hong Kong's top three universities, and the cohort has also received offers from prestigious overseas institutions including King's College London (KCL). 

More heartening still is the holistic growth these students have demonstrated over the year: they have become more articulate in expressing their ideas, more willing to step forward and present themselves, and notably more confident and composed. This dual achievement—in both academic results and personal development—stands as a powerful testament to the school's strength in curriculum delivery and holistic education.

Behind these outstanding results lies YWIES Zhejiang Tongxiang's systematic approach to HKDSE curriculum implementation.

In the design of its curriculum, the school has drawn upon the Yew Chung Yew Wah Education Network's educational heritage of more than ninety years, and it has effectively integrated the solid academic foundations of the Chinese mainland students with the HKDSE's advanced requirements in critical thinking, interdisciplinary application, and English expression. At YWIES Zhejiang Tongxiang, the core subjects are primarily taught in Chinese to enable the students to adapt efficiently to the curriculum. This is complemented by systematic training in English academic writing and oral communication, thereby simultaneously promoting language proficiency and academic thinking.

In its teaching, the school adopts a small-class approach to ensure that every student receives dedicated, personalised attention. Lessons focus on interactive discussions. Group projects, thematic research, and English presentations are among the various formats that develop the students' capacity for independent analysis and critical thinking. Regular full-scale mock examinations and one-on-one feedback sessions enable students to refine their learning strategies through precise evaluation. From the initial assessments through to the planning for university applications, the school's guidance team provides comprehensive support throughout the entire journey.

"I was very reserved when I first started, anxious about the new curriculum and about boarding on campus, I relied on the reminders of others to get things done," Mable recalls. For her, the greatest challenge was the highly interactive nature of HKDSE classes. Group discussions and English presentations were the norm, but she had rarely spoken publicly in English before. Because of the breadth of the subject knowledge and the volume of the extensive reading required, she urgently needed to expand her academic perspective.

Her transformation was the result of two converging forces: her own efforts and the school’s guidance. On one side, she had sustained breakthroughs and stepped out of her comfort zone by volunteering for class presentations and English salons, compiling extensive reading materials each week, and independently organising frameworks to answer the exam questions. 

On the other side, the school offered structured skill-building programmes to support her efforts, such as enhancement classes for oral English and seminar-style classes that made critical thinking and expression training part of daily learning. In addition, a dedicated university guidance counsellor supported her throughout, and during the final sprint, stratified, small-group teaching addressed her weaker areas. The combination of her self-driven efforts and the school resources made her growth possible.

Now, Mable is confident and articulate, with clear goals and strong execution. She defines this experience as a transformation: "from a transfer student hesitant to speak up, to a focused candidate calmly preparing for her exams". Her trajectory is a vivid reflection of the school's effectiveness in cultivating both academic skills and holistic competencies.

Vera believes her greatest gain at YWIES Zhejiang Tongxiang has been a fundamental reshaping of her learning mindset. She abandoned the template-driven habits of her previous system, and embraced HKDSE's advanced demands for independent analysis and flexible expression. As a result, she was able to reignite her academic potential.

Vera rejected rote learning methods and systematically worked through past examination questions to understand their logic. She thereby accumulated authentic academic expressions by topic, and meticulously identified the gaps in her thinking, question by question. 

The school provided comprehensive support. Small class sizes ensured that every assignment received detailed, individualised feedback, precisely pinpointing weaknesses. Regular full-scale mock exams recreated the rhythms of real examination conditions to build confidence for the exams. Teachers were available throughout the day for one-on-one consultations, and university guidance and psychological support followed her entire journey, helping her to adjust her study plans at each critical juncture.

After one year of intensive preparation, Vera gained not only a new pathway to Hong Kong universities, but also overall maturity of mind and character . "I learned to independently review and plan, no longer letting short-term score fluctuations undermine my confidence. I was able to look towards the future with a longer perspective."

She defines this experience as a breakthrough—overcoming her weaknesses and forging her own path. This also reflects the collective spirit of the entire inaugural cohort.

What chemistry teacher Ms Zeng cherishes the most when she looks back on this year is the academic passion that naturally emerged, both in and outside the classroom. The students always eagerly asked question. and one wrong answer could spark a chain of follow-up questions, with layers of knowledge points unravelling along the way. During the evening self-study sessions, the students would spontaneously gather in groups, discussing difficult questions, sharing problem-solving approaches, and helping each other fill the gaps in their understanding.

"Those moments of studying side by side and supporting one another—may these become the most treasured memories of their youth." This atmosphere of an academic community, driven by intrinsic motivation, is precisely the educational ethos that YWIES Zhejiang Tongxiang holds dear—knowledge independently constructed through questioning, discussion, and collaboration, rather than being passively taught.

At the moment of parting, she offered her students a message: "Keep the passion in your heart, and never stop moving forward". She hoped that they would continue to actively seek their own directions, boldly pursue what they love, and become who they aspire to be.

The curtain has risen

The road ahead stretches far

The inaugural cohort, with their excellent results and well-rounded qualities, have laid a solid foundation for YWIES Zhejiang Tongxiang's HKDSE programme. This is both a reward for the first cohort and a tangible fulfilment of the school's commitment to HKDSE education.

We believe the true value of education is not only the celebration of results day; it will resonate through every future moment that calls for independent thinking, careful judgement, and resilient forward movement. The academic integrity and spirit demonstrated by our first graduates embody this conviction.

With this as our starting point, YWIES Zhejiang Tongxiang's HKDSE programme will continue to strengthen its practice, and refine the curriculum, teaching strategies, and university guidance system with unwavering commitment. The school will provide every student with systematic, professional academic support and holistic developmental guidance.