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)