15 december 2006 cdi / emb (i)briefing session: ‘understanding the ole & slp’ (i)briefing...

15 December 2006

CDI / EMB

(I)Briefing Session: ‘Understanding the OLE & SLP’

(I)Briefing Session: ‘Understanding the OLE & SLP’

Stephen Y.W. Yip

Chief Curriculum Development Officer

(Life-wide Learning & Library)

Objectives:

1)To share initial understanding of the aims, rationales and the content of the OLE & SLP

2)To briefly explore different school-based strategies with illustration of school cases

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)

A survey on OLE & SLP from the School Leaders Workshops (2006)

N = 208 schools

• Physical development - over 90% of schools have 5% lesson time

• Aesthetics development / CRE - 46 - 52% of schools

• 'Physical Development' and 'Aesthetic Development' are the two areas that are most likely to be implemented in 'normal school hours'

• Vice-principal, ECA Masters, and MCE Masters likely to be the main coordinator of OLE in school, also SLP

• 208 schools have recording system of students’ 'non-academic' participation and achievement (hard copy most popular, 50% using webSAMS

(II) Workshop on Approaches and Models of Implementing School-based OLE & SLP

Course ID: CDI020061019

A whole-day workshop

Date: Nov 06 – Feb 07

Venue: Kowloon Tong Education Services Centre

Enquiry: 3540 7436Guest Speakers:

The Hong Kong Association for School Discipline and Counselling Teachers

The Hong Kong Association of Career Masters and Guidance Masters

The Hong Kong Extra-curricular Activity Masters' Association

Coming Soon

Major principles of OLE & SLP will be included in the Senior Secondary Curriculum Guide (firstly in web-version) in early 2007

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

for example…for example…

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)

• 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 (School C)

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

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

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 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).

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

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 :

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.

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

The Heart…

The Priority Aim of ‘OLE’

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

end

end

Go back Go back

Go back Go back

面對 334

• 334 是「契機」• 334 是「學習經歷」• 334 是取決於「優質空間」

Heroic

Charismatic

Authoritarian

Transformational

Primal

Strategic

Transactional

Situational

Coercive

Visionary MoralProfessional

Principle-centred

“Three-D”

“Level 5”

Inclusive Invitational

Collaborative

Instructional

Student

Learning-centred

Servant

Democratic

Bottom-up

Top-down

Leadership

Distributive

Slightly ‘top down’

Slightly ‘bottom up’

A spectrum of different leadership styles

Adapted and modified from ‘The Leadership File’ (2003), MacBeath, J

Professional Learning

System Learning

Student Learning

School contexts

Community contextsPolicy and professional

contexts

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

起動起動 成熟成熟 進深進深

素

質

上

的

考

慮

︵

實

踐

事

例

︶

模式上的考慮推行上的考慮

Quality of SpaceQuality of Space

Character

Story

Blending

Confidence

“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, 1996,

p43)