全方位學習 網絡學校計畫 LWL Network Scheme 全方位學習 網絡學校計畫 LWL Network Scheme （ 05 – 06) 第一次會議

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%) Essential Learning Experiences including moral and civic education, community service, aesthetic and physical experiences and work-related experiences (e.g. job attachment) (15-35%) P1- S3 NSS Moral and Civic Education Intellectual Development Community Service Physical & Aesthetic Development Career-related Experiences General Studies

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

Issues in Liberal Studies Chinese Language English Language Other Learning Experiences Mathematics X 1 X 2 X 3 Proposed NSS Curriculum

Other Learning Experiences (suggested time allocation) 1.Moral and Civic Education 2.Career-related experiences (5%) 3.Community Service 4.Aesthetic activities (5%) 5.Physical activities (5%)

Why Other /Essential Learning Experiences Expected Outcomes of OLE  Whole Person Development ( 德、智、體、羣、 美 )  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  Whole Person Development ( 德、智、體、羣、 美 )  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

Seven Guiding Principles of Designing School-based OLE 1.Student-focused 2.Building on existing practice (own strengths) 3.Entitlements (including disadvantaged students) 4.Quality experience 5.Coherent with KS3 and the whole NSS Curriculum 6.Flexibility (e.g. could be out-of lesson time for community service) 7.Diversity in Implementation modes (e.g. in the form of lessons, sessions, projects, programs…) ……  NSS Guide, Student-focused 2.Building on existing practice (own strengths) 3.Entitlements (including disadvantaged students) 4.Quality experience 5.Coherent with KS3 and the whole NSS Curriculum 6.Flexibility (e.g. could be out-of lesson time for community service) 7.Diversity in Implementation modes (e.g. in the form of lessons, sessions, projects, programs…) ……  NSS Guide, 2006

Issues of implementing OLE Curriculum/ Programme Planning Quality of Learning in OLE Systemic capacity building for OLE

Student Learning Profile 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 Student Learning Profile 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 香港高級程度會考 香港中學會考 其他資歷 校內成績 其他學習經歷紀錄 香港中學文憑

Current Practices in Student Learning Profile (SLP) Student-led record-oriented Teacher-driven record-oriented Student-led, reflection- oriented Teacher-driven reflection- oriented Student Learning Profile Reflection- oriented Teacher- driven Record- oriented Student-led Electronic version

Electronic version of the Senior Secondary Student Learning Profile The Web interface (

Other Learning Experiences Student Learning Profile Moral & Civic Education Physical Education Aesthetic Experiences Career-related Experiences Community Services Moral & Civic Education Physical Education Aesthetic Experiences Career-related Experiences Community Services Participation Achievements Reflections Attributes Participation Achievements Reflections Attributes

P articipation (e.g. no. of hours, participating role) P articipation (e.g. no. of hours, participating role) A chievements gained (e.g. Prizes, awards, certificates,….) A chievements gained (e.g. Prizes, awards, certificates,….) R eflections (e.g. student log, short essays) R eflections (e.g. student log, short essays) A ttributes (e.g. leadership, social skills, … ) [a checklist to choose] + a qualitative remarks/ comment (overall) A ttributes (e.g. leadership, social skills, … ) [a checklist to choose] + a qualitative remarks/ comment (overall)

SLP: Certification/ Final Report HKEAA exams COS SLP final report SLP at Systemic Level Electronic system/ infra-structure run by HKEAA SS3SS2SS1 Achievements and awards outside schools* School-based SLP Other Learning Experiences (PARA) Internal results by subjects Web-SAMS Information validated by schools Student * Data provided by student. Student holds sole responsibility to provide evidence when requested. schools

SLP (Suggested Formative process) “Who am I?” Personal & Social reflection Career Pathways Tutorials, Guides (reference and resources) OLE Participation/Achievement Log My Progress (e.g. Target Setting, management) SLP (Summative report, publishing CV) Existing School-based systems (as back-up) School-based e-SLP (Full version)

Learning about Myself My Learning Log My Action Plan My Working Files Useful Resources Acknowledgement

Learning about Myself Personal Particulars Personality Interests Learning Style Working Style

Way Forward Second phase testing Focus groups (e.g. ECA, CG, Sts..) SSCG ready in August 2006 Demonstration package ready for schools to try by Sept 2006