Other Learning Experiences, Student Learning Profiles and e-Portfolios Stephen Yip Chief Curriculum Development Officer, EDB, HKSAR

Value & Attitude Generic Skill New Senior Secondary & Basic Education Curriculum Framework 4 Core Subjects : Chinese Language, English Language, Mathematics, Liberal Studies 4 Core Subjects : Chinese Language, English Language, Mathematics, Liberal Studies 2-3 Elective Subjects out of 20 subjects or out of courses in career- oriented studies Other/ Essential Learning Experiences including moral and civic education, community service, aesthetic and physical experiences and work-related experiences (e.g. job attachment) P1- S3 NSS General Studies

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

Reflects a fuller picture of a student’s whole-person development To motivate learning and engagement To ‘recognise’ non-academic achievements To give employers and higher education institutions a more complete picture of the individual and his/her achievements if required Aims of the SLP:

What could be in the SLP? 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 e.g.

Will SLP be considered in university admission? Universities will consider taking account in their selection a broader range of information about 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 SLP to provide comprehensive information about students’ performance in different areas and hence SLP has good reference value to universities.

Turning experience into learning, but insufficient student ownership Tendency to compliance mentality Student Ownership, but not learning- focused Self-regulated learning Four Starting Strategies adopted by Seed Schools in the case study Teacher-driven, recording-oriented approach Teacher-driven, reflection-oriented approach Student-led, recording-oriented approach Student-led, reflection-oriented approach ＊ ＊ ＊ ＊ ＊ ＊ ＊ ＊ ＊ ＊ ＊ Educational value; high sustainability

Teacher led, reflection orientated Student led, recording orientated Student led, reflection orientated e.g. Portfolios, e-portfolios e.g. data management systems e.g. Activities/ MI Log, award scheme e.g. class tutor approaches SLP school-based approaches Teacher led, recording orientated

Some highlighted features of “My Learning Profile” A ‘Seed’ Project of 12 Schools Provision of teacher-driven / student-led models for selection (Flexible) Use of blog for students’ presentation (Personalization) Provision of guided reflective questions and learning tools to facilitate development of reflective culture in schools (Reflective habits of mind)

Student’s Blog

Guided Reflective Questions

Learning Tools