6 March 2008 Life-wide Learning & Library Section

1. New Senior Secondary Curriculum ‘Understanding the OLE & SLP’ 6 March 2008 Life-wide Learning & Library Section CDI / EMB

2. 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 approaches • Student Learning Profile • WebSAMs as an example tool • OLE Leadership in schools

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

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

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

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

7. 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 %

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

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

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

11. 解碼 Understanding OLE and SLP

12. 2-3 Elective Subjects out of 20 subjects or out of courses in career-oriented studies (20-30%) Other Learning Experiencesincluding moral and civic education, community service, aesthetic and physical development, career-related experiences (15-35%) 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) 4 Core Subjects: Chinese Language, English Language, Mathematics, Liberal Studies (45-55%) NSS Generic Skill Value & Attitude P1- S3 General Studies

13. Proposed NSS Curriculum

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

15. 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……..

16. 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

17. Example one: School A • 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 includeall five componentsof the OLE Secondary 4 *work with an outside NGO

18. Outside Normal School Hours Activity curriculum (50 hours approx.) • 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)

19. The time table PE lesson Class Teacher period Creativity / Art workshop Proposed practice

20. Example two: School B Within Normal School Hours Secondary 4 • 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 Outside Normal School Hours Extra-curricular Activities(ECA)……

21. Assembly Music Lesson PE Lessons RE Lessons

22. 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)

23. 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

24. 新高中課程 「其他學習經歷 」 學校 傳媒 海外 德育及公民教育 藝術發展 同儕 成為主動, 有識見及負責任的公民 建立健康生活方式 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) 共通能力 (例如:創意, 協作能力） 發展終身學習能力, 實現全人發展 社會服務機構團體 尊重多元文化及 培養對藝術的 終身興趣 自然環境 培養就業抱負及正面工作態度 體育發展 與工作有關的經驗 家庭 宗教團體 社會服務 工商機構 亙聯網

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

26. Seven Guiding Principles of Designing School-based OLE School-based Models

27. Existing Curricular Arrangement Approaches Event-based Approach Curriculum-based Approach High Structure OLE Programmes (apart from Sessions / formal lessons in AD, PD, MCE) Low Pre-defined Content High Pre-defined Content Project-based Approach Activity-based Approach Low Structure

28. 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.

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

30. 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.

31. 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’.

32. 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.

33. Student Learning Profile (SLP) For Senior Secondary A key to future success…… ‘Students telling their own stories’

34. Every student is encouraged to build a Student Learning Profile SLP

35. What could be in the SLP? e.g. • Personal Particulars of the student • Academic performance in school(i.e. from school report cards) • Information of Other Learning Experiences • Participation and awards gained outside schools (if appropriate) • ‘Student’s Self-Account’ (if appropriate) Building on existing Practice Basic & Concise information School-based design and process

36. Aims of the SLP: • 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

37. Other Learning Experiences Student Learning Profile (e.g.) • Aesthetic Development • Physical Development • Moral & Civic Education • Community Service • Career-related Experiences • Participation • Achievements • Reflections • Attributes and Capabilities Very Basic Information

38. 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 ……..

39. student led Student led, recording orientated Student led, reflection orientated recording reflection Teacher led, recording orientated Teacher led, reflection orientated teacher driven

40. 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.”

41. WebSAMS SLP Template As example tool

42. Student Particulars

43. Understanding in-school performance in academic subjects Knowing the topics of projects involved. Academic Performance in School

44. What evidence the student has in each activity/programme? What role did the student involved in the activity Description shows knowledge, generic skills, values and attitudes developed through the experience. Which kind(s) of experience on each activity? Other Learning Experiences

45. Information on awards and achievements issued by the school Awards and Major Achievements issued by School

46. No need for school to validate the information SLP readers could ask student to produce evidence against each entry Performance / Awards and Key Participation Outside School

47. Additional Information about the students’ personal development May include information of major achievements in junior forms Student’s ‘Self-Account’

48. Leadership of OLE Celebrating Whole Person Development

49. ‘Getting Started’ Suggestion 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 …

50. Learning-centred Leadership in OLE: Three Learning Agendas & Contexts Student Learning Student learning opportunities Professional Learning Professional learning opportunities System Learning System learning opportunities School contexts Community contexts Policy and professional contexts