Understanding OLE & SLP: Curriculum Development Briefing

1. Briefing Session: • ‘Understanding the OLE & SLP’ Stephen Y.W. Yip Chief Curriculum Development Officer (Life-wide Learning & Library) 15 December 2006 CDI / EMB

2. Objectives: • To share initial understanding of the aims, rationales and the content of the OLE & SLP • To briefly explore different school-based strategies with illustration of school cases

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. 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

11. Coming Soon (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 7436 Guest 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

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

13. 解碼 Understanding OLE and SLP

14. 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 for example…

15. Proposed NSS Curriculum

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

17. 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……..

18. 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

19. 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

20. 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)

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

22. 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)……

23. Assembly Music Lesson PE Lessons RE Lessons

24. 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)

25. Case Example three: An authentic plan of AD in OLE (School C) • 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.

26. 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

27. 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 Five Core Values (e.g. Perseverance, Respect for Others, Responsibility, National Identity, Commitment) 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

28. 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

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

30. 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

31. 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.

32. 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.

33. 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.

34. 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).

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

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

37. 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

38. 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

39. 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

40. OLE Data Collected for the SLP : 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]

41. 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 ……..

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

43. 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.

44. OLE does not include ECA OLE = ECA SLP is assessment Highly structured programme means high quality Related experiences gained from subjects do not count Only teachers could take up OLE OLE means abolishing PE lessons CRE means only work attachment CS means visits to Elderly homes Experiences gained from ECA has less quality All OLEs have to be highly-structured and in the lesson timetable ‘OLE entitlements’ mean everyone have to participate the same programmes OLE needs grading Meeting hours requirement is all we need in OLE Some common Myths/ Misunderstandings about OLE & SLP

45. OLE is about winning hearts… The Heart… The Priority Aim of ‘OLE’

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