天主教新民書院 618 簡報 OLE 資料 日期： 星期一 時間： 地點：禮堂 天主教新民書院 618 簡報 OLE 資料 日期： 星期一 時間： 地點：禮堂 1. EMB 簡報資料 2007 TW 1. EMB 簡報資料 2007 TW 2. 友校經驗 TW 2. 友校經驗 TW - 潮州中學 - 潮州中學 - 楊葛小琳中學 - 楊葛小琳中學 - 保良局八三中學 - 保良局八三中學 3. 運用 eFolio ( 初中 ) 及 eProfile ( 高中 ) 3. 運用 eFolio ( 初中 ) 及 eProfile ( 高中 ) LU LU 4. 分享 CP 4. 分享 CP

Curriculum Leadership and Management Series for New Senior Secondary (NSS): Other Learning Experiences (OLE) Student Learning Profile (SLP) 8 Jan 2007 CDI / EMB (I)Briefing Session: ‘Understanding the OLE & SLP’ (I)Briefing Session: ‘Understanding the OLE & SLP’

O ther L earning E xperiences (OLE ) 其他學習經歷 and S tudent L earning P rofile (SLP) 學生學習概覽 in N ew S enior S econdary C urriculum 新高中課程 源起篇

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

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 Applied Learning (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 Intellectual Development Community Service Physical & Aesthetic Development Career-related Experiences General Studies for example…

core subjects Chinese Language, English Language, Mathematics and Liberal Studies 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) Applied Learning (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 藝術發展 (e.g. music lessons, art performance) 5% Physical Development 體育發展 (e.g. P.E. lessons, sports) 5% Moral and Civic Education 德育及公民教育 (e.g. form tutor lessons, religious education periods) 5% Community Service 社會服務 (e.g. visiting elderly homes, community projects) 5. Career-related Experiences 與工作有關經驗 (e.g. career talks, job shadowing) Minimum Hours 15% 405 Suggested Minimum

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: C E and C S could also be arranged after- school, post-examination, weekends, before or during vacations if required A D, P D are most likely implemented in the form of structured lessons while MCE 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) 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 ( OLE Day ) *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 = = 150 hours ( = 405 hr)

PE lessonClass 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 Lessons RE Lessons Music Lesson Assembly

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 = ECA = above 150 hrs ( =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) LevelSubjects offeredNo. of lessons / cycle Junior Secondary Music + Visual Arts4 classes x 4 lessons x 3 levels = 48 Senior Secondary 5% Aesthetics development in OLE 4 classes x 2 lessons x 3 levels = 24 ElectivesMusic OR Visual Arts1 class x 4 lessons x 3 levels = 12 Total: 84

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 forms of experience ※ Workplace guided visit ※ Job shadowing ※ School-Business partnership programme ※ Career 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 Suggested forms of experience ※ Structured PE lessons ※ Sports days School Overseas Natural Environment Religious Organizations Internet Industrial and Commercial Organizations Family Social Service Organizations and Groups Peer Mass Media Physical Development Aesthetic Development Moral and Civic Education Career-related Experiences Community Service Generic Skills (e.g. Creativity, Collaboration skills, etc.) Five Core Values (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 Building Lifelong 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-based Approach Event-based Approach Activity-based Approach Activity-based Approach Curriculum-based Approach Curriculum-based Approach Project-based Approach Project-based Approach OLE Programmes (apart from Sessions / formal lessons in AD, PD, MCE) Existing 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 relatively 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’

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 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

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’ Porfolio for on-going reflection Record inside the Student Handbook eFolio & eProfile Learning diary ……..

Teacher led, reflection orientated Teacher led, recording orientated Student led, recording orientated Student led, reflection orientated

Some common Myths/ Misunderstandings about OLE & SLP OLE = ECA SLP is assessment All OLEs have to be highly- structured and in the lesson timetable ‘OLE entitlements’ mean everyone have to participate the same 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 SLP requires reflection or portfolio Meeting hours requirement is all we need in OLE

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