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

O ther L earning E xperiences (OLE ) and S tudent L earning P rofile (SLP) in N ew S enior S econdary C urriculum 源起篇

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

Other Learning Experiences suggested time allocation breakdown over 3 years 1. Aesthetic Development (e.g. music lessons, art performance) 5% Physical Development (e.g. P.E. lessons, sports) 5% Moral and Civic Education (e.g. form tutor lessons, religious education periods) 5% Community Service (e.g. visiting elderly homes, community projects) 5. Career-related Experiences (e.g. career talks, job shadowing) Minimum Hours 15% 405 Suggested Minimum

Do you agree that other learning experiences should be included as a component of the curriculum ? Strongly Agree + Agree = 84 %

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 %

Do you agree that universities should use broader admission criteria, e.g. components in student learning profile? 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 % 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: CDI A whole-day workshop Date: Nov 06 – Feb 07 Venue: Kowloon Tong Education Services Centre Enquiry: 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 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 Intellectual Development Community Service Physical & Aesthetic Development Career-related Experiences General Studies 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 Development5% Physical Development5% Moral and Civic Education 5% 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 = = 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

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 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’

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 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 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 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…

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面對 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 VisionaryMoral Professional 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 contexts Policy and professional contexts Learning-centred Leadership in OLE: Three Learning Agendas & Contexts

起動 成熟 進深 素質上的考慮素質上的考慮 ︵實踐事例︶︵實踐事例︶ 模式上的考慮 推行上的考慮

Quality 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)