6 March 2008

Life-wide Learning & Library Section

CDI / EMB

‘Understanding the OLE & SLP’

‘Understanding the OLE & SLP’

New Senior Secondary Curriculum

Understanding OLE and SLP

• OLE & SLP 源起篇• OLE & SLP 解碼

– Positioning in the NSS Curriculum– Time arrangement of OLE– Why OLE?– Seven Guiding Principles & school-based approa

ches– Student Learning Profile – WebSAMs as an example tool

• OLE Leadership in schools

Other Learning Experiences (OLE)

and

Student Learning Profile (SLP)

in

New Senior Secondary Curriculum

源起篇

Reforming the Academic Structure forSenior Secondary Education and Higher Education

- Actions for Investing in the Future (EMB, Oct 2004)

Other Learning Experiencessuggested time allocation breakdown over 3 years

1. Aesthetic Development (e.g. music lessons, art performance)

5% 135

2. Physical Development (e.g. P.E. lessons, sports)

5% 135

3. Moral and Civic Education (e.g. form tutor lessons, religious education periods)

5% 1354. Community Service (e.g. visiting elderly homes, community projects)

5. Career-related Experiences (e.g. career talks, job shadowing)

Minimum Hours

15% 405Suggested Minimum

Do you agree that other learning experiences

should be included as a component of the curriculum ?

Agree, 63%

No Opinion,9%

StronglyAgree, 21%

StronglyDisagree, 1%

Disagree, 6%

Strongly Agree + Agree = 84 %

Do you agree that the achievements, qualifications and other learning experiences of a student throughout the years of senior secondary schoo

ling should be recognised by means of a student learning profi

le ? (476 schools)

Agree, 69%

Strongly Disagree,

1%

Strongly Agree,

18%

Disagree, 4% No Opinion, 8%

Strongly Agree + Agree = 87 %

Do you agree that universities should use broader admission criteria, e.g.

components in student learning profile?

Agree, 61%

No Opinion,12%

StronglyAgree, 21%

Disagree, 6%

StronglyDisagree, 0%

Strongly Agree + Agree = 82 %

The New Academic Structure for Senior Secondary Education and Higher

Education – Action Plan for Investing in the Future of Hong Kong

(EMB, May 2005)

Major principles of OLE & SLP will be included in the Senior Secondary Curriculum Guide (firstly in web-version) in 2008

Coming Soon

Understanding OLE and SLP

解碼

Value &Attitude

Generic Skill

Building on Strengths of Basic Education: The Whole Curriculum Framework (Coherence,

Fullan)4 Core Subjects:

Chinese Language,English Language,

Mathematics,Liberal Studies

(45-55%)

2-3 Elective Subjects out of 20 subjects or out of courses in career-oriented studies

(20-30%)

Other Learning Experiences including moral and civic education,

community service, aesthetic and physical

development, career-related experiences

(15-35%)

P1- S3

NSS

Moral and Civic

Education

Moral and Civic

Education

Intellectual DevelopmentIntellectual

DevelopmentCommunity

ServiceCommunity

Service

Physical & Aesthetic

Development

Physical & Aesthetic

Development

Career-related Experiences

Career-related Experiences

General Studies

Chinese Language, English Language, Mathematics and Liberal Studies as core subjects for ALL students

2 or 3 elective subjects (chosen from a range of 20 elective subjects)

Other learning experiences (moral and civic education, community service, aesthetic and physical development, career-related experiences)

Career-oriented studies (alternative(s) to elective(s))

45 – 55% 20 – 30% 15 – 35%

Proposed NSS Curriculum

Other Learning Experiences(suggested time allocation breakdown over 3 years)

1. Aesthetic Development 5% 135

2. Physical Development 5% 135

3. Moral and Civic Education

5% 1354. Community Service

5. Career-related Experiences

Minimum

Hours

Time Arrangement of Other Learning Experiences(OLE)

• OLE could be arranged within and outside normal school hours.

• Instead of rigidly allocating lesson time into a fixed number of lessons per week/ cycle, schools are encouraged to have an overall and flexible planning of lesson time for students throughout the three years of senior secondary education.

For example……..

For example:

• Career-related Experiences and Community Service could also be arranged after-school, post-examination, weekends, before or during vacations if required

• Aesthetic Development, Physical Development are most likely implemented in the form of structured lessons while Moral and Civic Education would commonly make use of the class teacher’s periods or assemblies. They could be flexibly built into both ‘weekly/ cycle’ timetable and other timeslots (e.g. an afternoon during weekdays, after school or Saturday) to ensure that students could have the the full opportunities to gain the experience.

School examples

Within Normal School Hours

(Proposed time-table for the NSS)

• PE lessons + structured programmes (40 hrs) – PE

• Class teacher period (20 hrs) - MCE

• Building on the existing practice, insert three sessions for OLE programme (Creativity / Art Workshop* - 40 hrs)

The content of the workshop will include all five components of the OLE

*work with an outside NGO

Example one: School A

Secondary 4

Activity curriculum (50 hours approx.)

Outside Normal School Hours

The activity curriculum covers the activities of five domains. They are

- Arts- Interest - Sports/PE - Leadership - Services

10 compulsory ECA sessions (20 hrs) + self-managed time (30 hrs)

As a policy of ECA, students are required to participate in every domain throughout the three years of school life. Totally ‘50 hrs participation’ is the recommended indicator (10 hrs on average for each domain).

OLE hours = 40 + 20 + 40 + 50 = 150 hours (150+150+105= 405 hr)

PE lesson Class Teacher period

Proposed practice

Creativity / Art workshop

The time table

- PE lessons (40 hrs) - PE

- Assembly / Class teacher period (40 hrs) - MCE

- Arts Education (e.g. Music, Visual arts ……) (20 hrs) - AD

- Religious Education (40 hrs) - MCE

Within Normal School Hours

Example two: School B

Extra-curricular Activities(ECA)……

Outside Normal School Hours

Secondary 4

PE LessonsPE Lessons

RE LessonsRE Lessons

Music LessonMusic LessonAssemblyAssembly

More than 40 Extra-curricular Activities:

• Art and Photography Club

• Astronomy Club

• Charity Committee

• Chinese Society

• Christian Fellowship

• Community Youth Club

• Dance Club

• Girl Guides……

Every student is required to participate in at least X numbers of Extra-curricular activity.

OLE hours = 40 + 40 + 20 + 40 + ECA = above 150 hrs (150+150+105=405hr)

Why OLE? Expected Outcomes of OLE

Whole Person Development: A balanced development Chinese virtues (Ethics, Intellect, Physical development, Social skills and Aesthetics)

Complement the examination subjects/ career-oriented studies

Building up life-long capacities:

To nurture informed & responsible citizenship

To respect for plural values

To adopt a healthy living style

To develop career aspirations and positive work ethics

新高中課程 「其他學習經歷 」

學校

海外

自然

環境

宗教

團體

亙聯網 工商機構

家庭

社會

服務

機構

團體

同儕

傳媒

體育

發展

藝術發展德育及公民教育

與工

作有

關的

經驗

社會服務

共通能力( 例如 : 創意 , 協作能力）

五個主要價值觀( 例如 : 堅毅精神 , 責任感 , 國民身份認同 , 承擔

精神 )

成為主動 , 有識見及負責任的公民

尊重多元文化及

培養對藝術的

終身興趣

培養就業抱負及正面工作態度

發展終身學習能力 , 實現全人發展

建立健康生活方式

Five Core Values:• Perseverance

• Respect for Others

• Responsibility

• National Identity

• Commitment

Generic Skills:e.g. • Communication

• Creativity

• Critical Thinking

• Collaboration

Through these learning experiences, to nurture…

Seven Guiding Principles of Designing School-based OLE

School-based

Models

Event-basedApproach

Event-basedApproach

Activity-basedApproach

Activity-basedApproach

Curriculum-basedApproach

Curriculum-basedApproach

Project-based Approach

Project-based Approach

OLEProgrammes

(apart from Sessions / formal lessons in AD, PD, MCE)

Existing Curricular Arrangement ApproachesExisting Curricular Arrangement Approaches

High

Structure

Low

Structure

Low Pre-defined

Content

High Pre-defined

Content

This approach aims to design a highly structured, ‘pre-packaged’ curriculum to incorporate most elements in OLE. Schools adopting this approach, usually have a strong tradition in testing out the curriculum among teachers through years.

This approach is usually adopted to create a structured framework/ ‘scaffold’ for slotting different kinds of activities for OLE into the school timetable. The strengths of this approach is its flexibility to change any programmes relatively easily d

ue to changes of situations over time. Strong staff consensus is needed

This approach is distinguished from the ‘pre-packaged’ Curriculum-based approach, by its non-sequential nature for OLE. NSS students would have the flexibility to a wide variety of activities. Usually schools will have a

strong ECA tradition and policy to ensure entitlements and quality.

This approach is adopted when schools have been enjoying a strong project learning culture in junior secondary students. Four main elements are usually found in implementing OLE, engagement, fun, learning, and ‘products that

matter’ (from Harvard Project Zero). Good for filling identified ‘gaps’.

Flexibility- An AD Example

• It is worth noting that the ＆ suggested minimum time allocation ＊ is to provide schools with guidance in planning and implementing OLE, in terms of curriculum time.

• Schools could implement Aesthetic Development (AD) in accordance with their own situation. The best way to deliver AD is to provide students with structured learning sessions, which are complemented with authentic arts activities outside the classroom. e.g. structured learning sessions - music and/or visual art lessons, seasonal structured arts programmes, structured arts learning days.

• e.g. authentic arts activities- extra-curricular/co-curricular activities and interest groups.

• However, the ratio between structured learning sessions and the related activities need not be rigid. What is more important is that schools should provide quality arts learning opportunities for their students.

A school-based

sustainable

development on Arts

education

Student Learning Profile (SLP)For Senior Secondary

A key to future success……

‘Students telling their own stories’

A key to future success……

‘Students telling their own stories’

Every student is encouraged to build a Student Learning Profile SLP

What could be in the SLP? e.g.

1) Personal Particulars of the student

2) Academic performance in school (i.e. from school report cards)

3) Information of Other Learning Experiences

4) Participation and awards gained outside schools (if appropriate)

5) ‘Student’s Self-Account’ (if appropriate)

Basic & Concise

information

School-based design and process

Building on

existing Practice

Reflects a concern for whole-person development

To motivate learning and engagement

To recognize non-academic achievements

To give employers and higher education institutions a more complete picture of the individual and his/her achievements

Aims of the SLP:

Other Learning Experiences

Other Learning Experiences

Student Learning Profile (e.g.)

Student Learning Profile (e.g.)

• Aesthetic Development

• Physical Development

• Moral & Civic Education

• Community Service

• Career-related Experiences

• Aesthetic Development

• Physical Development

• Moral & Civic Education

• Community Service

• Career-related Experiences

• Participation

• Achievements

• Reflections

• Attributes and Capabilities

• Participation

• Achievements

• Reflections

• Attributes and Capabilities

Very Basic

Information

What are the existing school-based practice ?

• Most schools claimed they have their own system for OLE recording OLE inside the academic report

• Using different report sheets (non-academic reports)

• Multiple intelligence ‘Passport’

• Portfolio for on-going reflection

• Record inside the Student Handbook

• Powerful on-line system

• Learning diary ……..

Teacher led, reflection orientated

Teacher led, recording orientated

Student led, recording orientated

Student led, reflection orientated

Will SLP be considered in the university admission?

“Universities will consider taking account in their selection a broader range of information of student achievements in different areas and provide students the opportunity to demonstrate that they possess the range of competencies and personal qualities that they will need to benefit from undergraduate education. Schools will assist students to develop the SLP to provide comprehensive information about students’ performance in different areas and hence SLP has good reference value to universities.”

WebSAMS SLP Template

As example tool

Student Particulars

Academic Performance in School

Understanding in-school performance in academic subjects

Knowing the topics of projects involved.

Other Learning Experiences

What evidence the student has in each activity/programme?

Which kind(s) of experience on each activity?

Description shows knowledge, generic skills, values and attitudes developed through the experience.

What role did the student involved in the activity

Awards and Major Achievements issued by School

Information on awards and achievements issued by the school

Performance / Awards and Key Participation Outside School

No need for school to validate the information

SLP readers could ask student to produce evidence against each entry

Student’s ‘Self-Account’

Additional Information about the students’ personal development

May include information of major achievements in junior forms

Leadership of OLE

Celebrating Whole Person Development

Forming a co-ordinating team

Auditing the existing

Filling the gaps (‘do’s and ’don’t’s)

Communication strategies (in and out of schools)

Making good use of resources & partnerships

Monitoring/ celebrating the quality of programmes

…

‘Getting Started’

Suggestion

Professional Learning

System Learning

Student Learning

School contexts

Community contextsPolicy and professional

contexts

Learning-centred Leadership in OLE: Three Learning Agendas & Contexts

Distributed Leadership• More than shared leadership or delegation• Involves formal and informal leaders• Web of leaders; connected leadership• It is interaction that matter; not roles and positions

‘Leader-ful Community’‘Leader-ful Organisation’

Outcomes:

• People have contribution to make

• Willing followers

• More sustainability

重質不重量

Three notions from Dewey: Educational experience, non-educational experience, mis-educational experience

Quality of OLE

• Quality of learning experience

• Quality of organisation

• Quality of partnership

• Quality of space

學會怎樣學習

導向性學習

多官能學習

協作學習

擁有感

有價值和愉快的經歷有價值和愉快的經歷

暢態的經歷暢態的經歷

www.edb.gov.hk/cd/lwl/qf

推行校全方位學習 /OLE：優質架構

組織與策劃Organizing &

Planning

課程領導Leadership

人力管理Manpower Co

nsideration

資源調配Deployment of R

esources

評鑑策略Evaluation Str

ategies

3. 連繫其他課程及學習經驗

4. 擴闊學生的參與和選擇

5. 開展多元 / 多樣化的項目

6. 採用有效的資訊策略

7. 教師的投入參與

8. 學生與其他人士的熱心參與

9. 善用資源10.善用夥伴關係

11. 蒐集學生成就

12. 重視變革管理

13. 表揚項目 / 活動成就

1. 方向與目標

2. 探知各方面的需要

MODELMODEL

http://www.emb.gov.hk/cd/lwl/qf

               

       

Quality of SpaceQuality of Space

Character

Story

Blending

Confidence

OLE/ SLP Leadership八大誤區

• 本末倒置• 數量取勝• 盲從跟風• 崇尚功利• 捨近取遠• 濫竽充數• 輕視藝術• 缺乏统籌、各自為政

http://www.edb.gov.hk/cd/ole

活動資料庫 (Activity Data Bank)

學校推行示例 (School Exemplars)

學生學習概覽 (Student Learning Profile)

工具 (Tools)

範本 (Templates)

「其他學習經歷」 - 指南針

全人發展之路 - 「其他學習經歷」

Some common Myths/ Misunderstandings about OLE & SLP

OLE = ECA SLP is assessment

All OLEs have to be highly-structured and in the lesso

n timetable

‘OLE entitlements’ mean everyone have to participate the sam

e programmes

OLE does not include ECA

Only teachers could take up OLE

CS means visits to Elderly homes

OLE needs

grading

OLE means abolishing PE lessons

CRE means only work attachment

Related experiences gained from subjects do not count

Experiences gained from ECA has less quality

Highly structured programme means high quality

Meeting hours requirement is all we need in OLE

What is Education?

“Education is not simply a technical business of well-managed information processing, not even simply a

matter of applying ‘learning theories’ to the classroom or using the results of subject-centered ‘achievement testing’. It is a complex pursuit of fitting a culture to the needs of its members, and its members and their ways of knowing to needs of the culture.” (Jerome

Bruner, The Culture of Education, 1966, p43)

The Heart…

The Priority Aim of ‘OLE’

OLE is about winning hearts…OLE is about winning hearts…