Other Learning Experiences (OLE)

and

Student Learning Profile (SLP)

in

New Senior Secondary Curriculum

Major principles of OLE & SLP will be included in the Senior Secondary Curriculum Guide (firstly in web-version) in 2006

Value &Attitude

Generic Skill

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

Fullan)

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- S3P1- S3

NSSNSS

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 be arranged after-school, post-examination, weekends, before or during vacations if required

• Aesthetic Development, Physical Development and Moral and Civic Education are most likely implemented in the form of structured lessons. 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

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

The Conceptual Framework of Other Learning Experiences in New Senior Secondary Curriculum

Suggested forms of experience

※ Discussion in class teacher periods

※Participation in student organizations

※National education courses/programmes School assemblies

※

Suggested forms of experience

※ Learning different art forms through formal lessons

※ Community arts activities such as attending concerts,

visiting art galleries and museums

Suggested form

s of experience

※

Workplace guided visit

Job shadowing

※

※

School-B

usiness partnership programm

e C

areer talks

※

※

Project learning on future careers

Suggested forms of experience ※ Visit the centres for the deprived communities

※ Be a member in a uniformed group regularly serving the community ※ Clean HK campaigns

Sug

gest

ed fo

rms

of

exp

erie

nce

※

Stru

ctur

ed P

E le

sson

s

※

Spo

rts d

ays

School

Overseas

Natu

ral

En

viron

men

t

Religious

Organizations

Internet Industrial and Commercial Organizations

Fam

ilyS

ocia

l Ser

vice

Org

aniz

atio

ns

and

Gro

ups

Peer

Mass Media

Phy

sica

l Dev

elop

men

t

Aesthetic DevelopmentMoral and Civic Education

Career-related E

xperiences Community Service

Generic Skills

(e.g. Creativity,Collaboration

skills, etc.)

Five CoreValues

(e.g. Perseverance, Respect for Others,

Responsibility, National Identity,

Commitment)

To become active, informed and responsible

citizens

To respect for plural values

To adopt a healthy living style

BuildingLifelong

Capacities

To develop career aspirations and positive work

ethics

Seven Guiding Principles of Designing School-based OLE

Seven Guiding Principles of Designing School-based OLE

School-based

Models

Senior Secondary

Student Learning Profile (SLP)

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 Senior Secondary Student Learning Profile

What would be in the SLP? e.g.

1) Personal Particulars of the student

2) School internal results (i.e. from school report cards)

3) Some basic information of Other Learning Experiences

4) List of major awards and achievements gained

5) ‘Student’s Self-Account’ (optional)

Basic information

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

Participation (e.g. no. of hours, participating role)

Achievements gained (from OLE and outside school)(e.g. Prizes, awards, certificates,….)

Reflections (e.g. student self-account)

Attributes and Capabilities(e.g. leadership, social skills, … ) [a checklist to choose]

OLE Data Collected for the SLP :

Case Example: A school uses SLP as a learning tool ALONGSIDE the recording

process

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 ……..

A Seed Project (2005 – 2007)

School-based models in organizing “Other Learning Experiences” and “Student Learning Profile” in SS curriculum

It aims to:

• Collect SLP and OLE good practices

• Develop subsidiary tool: e.g. e-tools

• Investigate strategies and effective models in support student learning

- 2nd Phase the Seed Project

- Senior Secondary Curriculum Guide

- Teacher training

- A web-based learning resource for junior secondary students for demonstration+ OLE Databank

- Information specific audience, including tertiary institutions, employers, parents, teachers and students

Way Forward

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

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 Workshop* - 40 hrs)

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

*work with the Hong Kong Institute of  Contemporary Culture

Example one: PLK 1983 Board of Directors’ College

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 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: St. Stephen’s Girls’ College

Extra-curricular Activities(ECA)……

Outside Normal School Hours

Secondary 4

PE Lessons

RE Lessons

Music LessonAssembly

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 one Extra-curricular activity.

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

• A school with 24 classes.• 1 Music teacher + 2 Visual Arts teachers.• 30 lessons each teacher per cycle (totally 90 lessons of manpower).• Students’ learning would be complemented by arts activities held

outside formal lessons such as attending music/arts performances, visiting galleries and art museums, participating in community arts activities.

Case Example three: An authentic plan of AD in OLE

Level Subjects offered No. of lessons / cycle

Junior Secondary

Music + Visual Arts 4 classes x 4 lessons x 3 levels = 48

Senior Secondary

5% Aesthetics development in OLE

4 classes x 2 lessons x 3 levels = 24

Electives Music OR Visual Arts 1 class x 4 lessons x 3 levels = 12

Total: 84

Existing Curricular Arrangement approaches

OLE

Programmes

Event-based

Approach

Curriculum-based

Approach

High Structure

Low Structure

High Pre-defined Content

Low Pre-defined Content

Project-based Approach

Activity-based Approach

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 r

elatively easily due to changes of situations over time.

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).

Cheryl has been going through 3 years of senior secondary education from 2009 to 2012

Adventure Programme

Academic Studies Physical Education Community Service

National Programme

Career-related Experiences.

Learning Life for Learning Life for

Whole Person DevelopmentWhole Person Development

An example for using an e-tool

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…