Curriculum Leadership & Management Series for NSS:

1. Curriculum Leadership & Management Series for NSS: Workshop on Approaches & Models of Implementing School-based OLE and SLP

2. Workshop on Approaches & Models of Implementing School-based OLE and SLP Objectives: - To build professional capacity of OLE / SLP co-ordinators - To discuss and explore the guiding principles of planning school-based OLE & SLP - To explore different considerations on the development of quality OLE & SLP - To discuss briefly how to build up a reflective culture in school through the implementation of school-based OLE & SLP - To introduce different tools that may help facilitating the SLP

3. Leading OLELearning-centred Leadership Session 1

4. 源起篇 Other Learning Experiences (OLE) and Student Learning Profile (SLP) in New Senior Secondary Curriculum

5. Reforming the Academic Structure for Senior Secondary Education and Higher Education - Actions for Investing in the Future(EMB, Oct 2004)

6. Other Learning Experiencessuggested time allocation breakdown over 3 years Minimum Hours 15% 405 Suggested Minimum

7. Do you agree that other learning experiences should be included as a component of the curriculum ? Strongly Agree + Agree = 84 %

8. Do you agree that the achievements, qualifications and other learning experiences of a student throughout the years of senior secondary schooling should be recognised by means of a student learning profile ? (476 schools) Strongly Agree + Agree = 87 %

9. Do you agree that universities should use broader admission criteria, e.g. components in student learning profile? Strongly Agree + Agree = 82 %

10. The New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong (EMB, May 2005)

11. 解碼 Understanding OLE and SLP

12. Physical & Aesthetic Development Moral and Civic Education Career-related Experiences Intellectual Development Community Service Building on Strengths of Basic Education: The Whole Curriculum Framework (Coherence, Fullan) Other Learning Experiences Moral and Civic Education, Community Service, Aesthetic Development, Physical Development and Career-related Experiences (15-35%) 4Core Subjects Chinese Language English Language Mathematics Liberal Studies (45-55%) 2 or 3Elective Subjects 2 or 3 subjects chosen from NSS elective subjects, or from Applied Learning and/or other language courses (20-30%) NSS Generic Skill Value & Attitude P1- S3 General Studies

13. Other Learning Experiences(suggested time allocation breakdown over 3 years) Minimum Hours

14. Why OLE?Expected Outcomes of OLE • Whole Person Development: A balanced developmentChinese 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

15. The Conceptual Framework of Other Learning Experiences in New Senior Secondary Curriculum School Mass Media 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 Overseas Peer Moral and Civic Education Aesthetic Development To become active, informed and responsible citizens To develop career aspirations and positive work ethics Seven Core Values (e.g. Perseverance, Respect for Others, Responsibility, National Identity, Commitment), Caring, ＆Integrity Generic Skills (e.g. Creativity,Collaborationskills, etc.) BuildingLifelongCapacities To adopt a healthy living style Social Service Organizations and Groups To respect for plural values Natural Environment Suggested forms of experience ※ Workplace guided visit ※ Job shadowing ※ School-Business partnership programme ※ Career talks ※ Project learning on future careers Physical Development Career-related Experiences Suggested forms of experience ※ Structured PE lessons ※ Sports days Community Service Family Religious Organizations 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 Industrial and Commercial Organizations Internet

16. Through these learning experiences, to nurture… Generic Skills:e.g. • Communication • Creativity • Critical Thinking • Collaboration Seven Core Values: • Perseverance • Respect for Others • Responsibility • National Identity • Commitment • Caring • Integrity

17. Other Learning Experiences (OLE) AIM - To facilitate whole person developmentof students as lifelong learners with a focus on sustainable capacities,NOT about meeting the time requirements or counting OLE hours. “Other Learning Experiences: What is it about?” Expected learning outcomes of specific OLE components

18. Moral and Civic Education: Expected learning outcomes • To develop and exemplify positive values and attitudeswhen dealing with personal and social issues pertinent tothe development of adulthood; • To identity the moral and civic values embedded inpersonal and social dilemmas, and to make rationaljudgment and take proper actions with reference to theirpersonal principles as well as the social norms; • To become “informed”, “sensible” and “responsible” citizens who would care for others, develop a sense of identity and commitment to the society and the nation, and show concern on world issues.

19. Community Service: Expected learning outcomes • To identify and reflect on various social issues / concerns encountered in Community Service experiences; • To develop positive attitudes (e.g. respect and caring for others, social responsibility) and related generic skills (e.g. collaboration) to prepare for future voluntary service involvement; • To nurture lifelong interest and habits in CommunityService.

20. Career-related Experiences: Expected learning outcomes • To enhance up-to-date knowledge about “the world of work”; • To acquire knowledge related to employability, in order to encourage personal career planning and development; • To reflect on work ethics, and employers’ expectations inthe current labour market.

21. Aesthetic Development:Expected learning outcomes Learning experiences of Aesthetic Development extendthe learning of the arts at the junior secondary level, andfurther: • develop students’ creativity, aesthetic sensitivity and arts appraising ability; • cultivate students’ attitude of respecting different values and cultures; • cultivate students’ lifelong interest in the arts.

22. Physical Education:Expected learning outcomes • To refine the skills learnt and acquire skills of novel physical activities, and participate actively and regularly in at least one PE-related co-curricular activity; • To analyse physical movement and evaluate the effectiveness of a health-related fitness programme; • To take the role of sports leader or junior coach in school and thecommunity, and to demonstrate responsibility and leadership.

23. Time Arrangement of Other Learning Experiences(OLE) • OLE could be arrangedwithinand 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……..

24. For example: • Aesthetic Development and Physical Development could be largely implemented in the form ofstructured lessons, which are already available in many schools. They should NOT be implemented merely through co-curricular/ extra-curricular activities or one-off special school days. • Moral and Civic Education is commonly provided in class teacher’s periods or the assemblies, specifically assigned lessons and other outside class events to develop positive values.. • Career-related Experiences and Community Service could be arranged after school, during post-examination period, on weekends or during school holidays if required. School examples…..

25. Flexibility- An AD Example A school-based sustainable development on Arts education • 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.

26. Seven Guiding Principles of designing school-based OLE:How to build OLE on existing practices? OLE aims, expected learning outcomes & School development plan Self-check existing provisions arranged by school (or co-organised with other bodies) Identify strengths & gaps under “provision for all” as entry-points

27. Quality of OLE, rather than quantity

28. OLE time planning & arrangement • The recommended hours for OLE: only a reference point to ensure sufficient opportunities for whole person development of students. • Student engagementand fitness to specific OLE expected outcomes should be examined as priority in time planning. Other OLE-related experiences Other OLE-related experiences The recommended hours for OLE Other OLE-related experiences

29. OLE time arrangement OLE arranged by school (or co-organised with other bodies): • within and outside normal school hours. • during time-tabled and/or non-time-tabled learning time Overall and flexible planning of lesson time

30. Existing school practices for whole person development How can I make sure that my school has met the OLE time requirement? I need to self-check the existing practices. By doing so, I can ensure sufficient OLE opportunities for students. Leadership Training programmes ECA / CCA activities Student service groups Adventure-based activities In-school Music Festival (for all) Swimming Gala In-school Drama Day (for all) LWL Day PE lesson Student guidance mass programmes Form-teacher period Sports Day Religious Studies Assembly LWL lesson Life Education period VA lesson Music lesson Timetabled Career talk

31. HOW? A self-checking workflow of OLE time arrangement • Time% as reference • Counting only those arranged for all and best fit specific OLE expected outcomes • - Minimum Threshold Approach

32. A self-checking workflow of OLE time arrangement School A using a ‘minimum threshold approach’ Mode A: OLE implemented through timetabled lessons Regular & ‘For all’ Mode B: OLE implemented through special days on school calendar ‘For all’ At this point, most schools could satisfy the OLE 15% Mode C: OLE implemented through specific school policies on extra-curricular / co-curricular activities Wide-spread & voluntary

33. Existing school practices for whole person development Leadership Training programmes ECA / CCA activities Student service groups Adventure-based activities Swimming Gala In-school Music Festival (for all) In-school Drama Day (for all) LWL Day PE lesson Student guidance mass programmes Form-teacher period Assembly Sports Day Religious Studies Life Education period LWL lesson VA lesson Music lesson Timetabled Career talk Mode A Mode B Mode C

34. Example of the self-checking workflow SKH Kei Hau Secondary School (Step One-Mode Aonly)

35. SKH Kei Hau Secondary School (Step Two- Mode A &B)

36. Example of the self-checking workflow Pentecostal Lam Hon Kwong School(Step One- Mode Aonly)

37. Pentecostal Lam Hon Kwong School(Step Two- Mode A &B)

38. Example of the self-checking workflow Diocesan Girls’ School (Step One- Mode A only) (50 mins/period)

39. Diocesan Girls’ School (Step Two - Mode A &B)

40. OLE time planning a ‘minimum threshold approach’ “Do”s • There is usually no need to go into Mode C. • Schools should plan Mode C effectively to ensure sufficient range of opportunities for students to extend their interests and learning. • Consider school policies to ensure coverage of OLE (e.g. CS) of individual students (i.e. provisions for all, e.g. different service programmes under Community Service).

41. OLE time planning • “Don’t”s • Schools should not consider using Mode C, in replacementof allocating OLE time into timetable and calendar. • Do not fit events/ days just for the sake of meeting up OLE time requirements.

42. OLE time arrangement: Existing school strategieswhen applying the self-checking workflow in ‘OLE Clinic’

43. Initiative of OLE Clinic • Since July 2008: More than 50 schools (including Seed Schools and OLE network schools) have sent us their OLE school plans using the “minimum threshold approach” after briefing. • Meetings with individual schools (on optional basis) were arranged to explore feasible strategies (“OLE Clinic”). • “OLE Time Arrangement Database” has been uploaded on web for schools’ reference.

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

46. OLELeadership

47. R OLE 角色 Co-ordinators 統籌工作 ESPONSIBILITIES 責任

48. An advocate ROLES of an OLE Co-ordinator OLE! Promoting the importance

49. A conductor ROLES of an OLE Co-ordinator CS Art MCE PE CRE Coherent making and Liaising different people to work effectively

50. An Innovator ROLES of an OLE Co-ordinator Transforming ‘old’ things to ‘new’