Other Learning Experiences (OLE) Student Learning Profile (SLP) and Student Learning Profile (SLP) in New Senior Secondary Curriculum

Major principles of OLE & SLP will be included in the Senior Secondary Curriculum Guide (firstly in web-version) in 2006

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, arts and physical education and career-related experiences (e.g. job attachment) (15-35%) Moral and Civic Education Intellectual Development Community Service Physical & Aesthetic Development Career-related Experiences NSS Generic Skill Notes for the facilitator This, and the following five slides contain information about the curriculum, pedagogy and assessment focuses of the 334 reform. Different workshop groups will have different levels of understanding of the reform and its purposes, and this will affect how much explanation you need to provide. Pay close attention to the school reports in the introductory session of the workshop and determine which of these six slides you need to discuss with the participants. This slide shows the relationship between the reform of Basic Education in Hong Kong and the structure of the new senior secondary curriculum under 334. The slides which follow outline: the nature of the basic education reform; the 7 curriculum goals which constitute the moral purpose of our reform in Fullan’s terms; the relationship of Other (Essential) Learning Experiences to whole person development; and the guiding principles for designing school-based Other Learning Experiences. Value & Attitude P1- S3 General Studies

Proposed NSS Curriculum 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, arts and physical education, career-related experiences) Career-oriented studies (alternative(s) to elective(s)) 45 – 55% 20 – 30% 15 – 35%

3. Moral and Civic Education 4. Community Services Other Learning Experiences (suggested time allocation breakdown over 3 years) Minimum Hours 1. Arts Education 5% 135 2. Physical Education 3. Moral and Civic Education 4. Community Services 5. Career-related Experiences

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 experience and community service could be arranged after-school, post-examination, weekends, before or during vacations if required Arts Education, Physical Education and Moral and Civic Education are most likely implemented in the form of structured lessons. 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

Why OLE? Expected Outcomes of OLE Whole Person Development: A balanced development Chinese virtues (Moral, Intellect, Physique, Social and Aesthetics) Complement the examination subjects/ career-oriented studies Building up life-long capacities: To nurture informed & responsible citizenship To respect for Plural values & Healthy living style To develop career aspirations

Suggested forms of activity The Conceptual Framework of Other/Essential Learning Experiences in New Senior Secondary Curriculum ※ Discussion in class teacher periods Suggested forms of activity ※National education courses ※ School assemblies ※Participation in student organizations ※ Learning different art forms through formal lessons ※ Community arts activities such as attending concerts, visiting art galleries and museums ※ Business Mentoring programme ※ Career Conference ※ Workplace guided visit ※ Job shadowing ※ Project learning on future careers ※ Visit the centres for the deprived communities ※ Be a member in a uniformed group regularly serving the community ※ Clean HK campaigns ※ Structured PE Lessons School Mass Media Overseas Peer Moral and Civic Education Arts Education 1) To become active and responsible citizens Generic Skills (e.g. Creativity, Collaboration skills, etc.) Five Core Values (e.g. Perseverance, Respect for Others, Responsibility, National Identity, Commitment) Building Lifelong capacity to …… 2) To respect for plural values & art appreciation 3) To develop career aspirations Social Service Organizations and Groups Natural Environment Career-related Experiences Physical Education Community Services Family Religious Organizations Industrial and Commercial Organizations Internet

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

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

What would be in the SLP? e.g. HK Diploma of Secondary Education + Career Oriented Studies School Internal Results / school report cards Other Learning Experiences School-based programmes (activities/courses) Learning experiences obtained outside school (voluntary works, competitions) 4) Awards gained inside & outside school 5) Student self-account (optional)

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

Very Basic Information Other Learning Experiences Student Learning Profile Arts Education Physical Education Moral & Civic Education Community Services Career-related Experiences Participation Achievements Reflections Attributes and Capabilities Very Basic Information

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] Case Example: A school uses SLP as a learning tool ALONGSIDE the recording process

What are the existing school-based practice ? Above 50% schools claimed they have their own system for OLE recording (CDI survey, 2006) 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 ……..

A Seed Project (2005 – 2007) It aims to: School-based models in organizing “Other Learning Experiences” and “Student Learning Profile” in SS curriculum It aims to: Collect SLP and OLE good practices Develop supportive tools: e.g. e-tools Investigate strategies and effective models in support student learning

Way Forward 2nd Phase recruitment of the Seed Project Senior Secondary Curriculum Guide Teacher training A web-based learning resource for junior secondary students for demonstration+ OLE Databank Information specific audience, including tertiary institutions, employers, parents, teachers and students

Some common Myths/ Misunderstandings about OLE & SLP SLP is assessment OLE = ECA OLE does not include ECA OLE means abolishing PE lessons Only teachers could take up OLE Highly structured programme means high quality CRE means only work attachment CS means visits to Elderly homes Some common Myths/ Misunderstandings about OLE & SLP Related experiences gained from subjects do not count Experiences gained from ECA has less quality Meeting hours requirement is all we need in OLE 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

Let’s Reflect Arrangement for OLE – How would my school arrange their programmes to implement OLE? School Examples for reference Details of SLP final report– What kind of data is needed in the final report? SLP school-based models- What kinds of school-based arrangements (e.g. procedural, pastoral) are needed? Any supporting measures (internally and externally)?

How could we help our prospective SS cohorts to undergo the Senior Secondary SLP during their junior secondary forms? Senior Secondary Student Learning Profile (School-based) Optional strategies in Junior Secondary forms: e.g. Schools may implement an electronic or non-electronic school-based system to: HKDSE / COS School internal record by subjects Nurture reflective habits of mind among prospective SS1 cohort, building on existing practices Test SLP strategies or any related technical issues Develop a ‘favorable’ school culture among teachers, parents and students. Other Learning Experiences Participation Achievements Reflection Attributes and capabilities

Student Learning Profile Students’ Journal in Junior Secondary Example: Use of student journals,diaries or logs in some school activities to nurture reflective culture among students Senior Secondary Student Learning Profile Students’ Journal in Junior Secondary ‘I would like to participate in more activities to broaden my horizon...…’ Goal Setting Subject-based results ...... ‘ I need to learn…’ Subject-based results Participation Reflection Achievements Attributes and capabilities ‘I’ve visited the home for the elderly on…’ ‘The organization also gives me a certificate to recognize my participation in ...…’ ‘I like this activity very much because ...…’ ‘I was surprised in seeing…’ ‘I developed X skills and perseverance in this activity.’

Within Normal School Hours Example one: PLK 1983 Board of Directors’ College Within Normal School Hours (Proposed time-table for the NSS) PE lessons (40 hrs) – PE Class teacher period (20 hrs) - MCE Building on the existing practice, insert three sessions for OLE/AE programme (Creativity Workshop* - 40 hrs) The content of the workshop will include all five components of the OLE Secondary 4 *work with the Hong Kong Institute of  Contemporary Culture

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)

The time table PE lesson Class Teacher period Creativity workshop Proposed practice

Extra-curricular Activities(ECA)…… Example two: St. Stephen’s Girls’ College 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) - AE Religious Education (40 hrs) - MCE Outside Normal School Hours Extra-curricular Activities(ECA)……

Assembly Music Lesson PE Lessons RE Lessons

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 one Extra-curricular activity. OLE hours = 40 + 40 + 20 + 40 + ECA = above 150 hrs (150+150+105=405hr)

Case Example three: An authentic plan of OLE/AE 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. Level Subjects offered No. of lessons / cycle Junior Secondary Music + Visual Arts 4 classes x 4 lessons x 3 levels = 48 Senior Secondary 5% Arts Learning Experiences 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

Existing Curricular Arrangement approaches High Structure Event-based Approach Curriculum-based Approach OLE Programmes Low Pre-defined Content High Pre-defined Content Activity-based Approach Project-based Approach Low Structure

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).

Career-related Experiences. Cheryl has been going through 3 years of senior secondary education from 2009 to 2012 An example for using an e-tool Adventure Programme National Programme Learning Life for Whole Person Development Academic Studies Physical Education Community Service Career-related Experiences.

Cheryl conducts personal planning under a school-based system School uses a ‘separate’ electronic system to facilitate the on-going process to create the Student Learning Profile Cheryl builds her own learning profile Cheryl provides OLE Data Cheryl conducts personal planning under a school-based system Teachers validate the information

Cheryl Selects items for submission Cheryl manages her OLE data using an e-tool to prepare the SLP Cheryl Selects items for submission Cheryl lists out the names of projects that she wants to be included in SLP Cheryl writes her Student’s ‘Self-Account’ to highlight her strengths and ambitions. Exemplars

On-going interaction with teachers in the process On top of the data requirements for SLP Teachers in Cheryl’s school found that it is useful to the electronic system as an interactive platform to provide feedback on Cheryl’s plan or goal setting and performance in some activities (if they wish). Those information recorded in Cheryl’s profile is for on-going interaction purpose only. Teachers’ Comments Date Teacher Name Attributes and Capabilities Developed Comments on performance 01/12/2009 Chan Mei-yuk Creativity The student could creatively assemble different sound effects available from the environment. Level B Teachers’ feedback: for student’s reference Teacher or tutor who is in charge of the programme

Senior secondary Student Learning Profile Cheryl submits required information from the learning profile to her school Senior secondary Student Learning Profile Issuing Student Learning Profile by the school Cheryl builds up her won profile through a a school-based process. Cheryl submits required information A possible school case of Student Learning Profile: “A story told by Cheryl”

To enhance the provision of CRE, CS and AE at senior levels Gaps / Adjustments in existing practice (Examples) School A To enhance the provision of CRE, CS and AE at senior levels School B To expand the time engagement of the activities School C To structure the class teacher period at senior levels gradually

Five Core Values: Generic Skills:e.g. Through these learning experiences, to nurture… Five Core Values: Perseverance Respect for Others Responsibility National Identity Commitment Generic Skills:e.g. Communication Creativity Critical Thinking Collaboration