Curriculum Leadership & Management Series for NSS: Workshop on Approaches & Models of Implementing School- based OLE and SLP

Objectives: - To build professional capacity of OLE / SLP co-ordinators - To discuss and explore the guiding principles of planning school-based OLE & SLP - To explore different considerations on the development of quality OLE & SLP - To discuss briefly how to build up a reflective culture in school through the implementation of school-based OLE & SLP - To introduce different tools that may help facilitating the SLP

Leading OLE Learning-centred Leadership Session 1

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)

Understanding OLE and SLP 解碼

Value & Attitude Generic Skill Building on Strengths of Basic Education: The Whole Curriculum Framework (Coherence, Fullan) P1- S3 NSS Moral and Civic Education Intellectual Development Community Service Physical & Aesthetic Development Career-related Experiences General Studies 4 Core Subjects Chinese Language English Language Mathematics Liberal Studies (45-55%) 2 or 3 Elective Subjects 2 or 3 subjects chosen from NSS elective subjects, or from Applied Learning and/or other language courses (20-30%) Other Learning Experiences Moral and Civic Education, Community Service, Aesthetic Development, Physical Development and Career- related Experiences (15-35%)

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

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.) Seven Core Values (e.g. Perseverance, Respect for Others, Responsibility, National Identity, Commitment), Caring, ＆ Integrity 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

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

Other Learning Experiences (OLE) AIM - To facilitate whole person development of students as lifelong learners with a focus on sustainable capacities, NOT about meeting the time requirements or counting OLE hours. “ Other Learning Experiences: What is it about?” Expected learning outcomes of specific OLE components

Moral and Civic Education: Expected learning outcomes To develop and exemplify positive values and attitudes when dealing with personal and social issues pertinent to the development of adulthood; To identity the moral and civic values embedded in personal and social dilemmas, and to make rational judgment and take proper actions with reference to their personal principles as well as the social norms; To become “informed”, “sensible” and “responsible” citizens who would care for others, develop a sense of identity and commitment to the society and the nation, and show concern on world issues.

To identify and reflect on various social issues / concerns encountered in Community Service experiences; To develop positive attitudes (e.g. respect and caring for others, social responsibility) and related generic skills (e.g. collaboration) to prepare for future voluntary service involvement; To nurture lifelong interest and habits in Community Service. Community Service: Expected learning outcomes

To enhance up-to-date knowledge about “the world of work”; To acquire knowledge related to employability, in order to encourage personal career planning and development; To reflect on work ethics, and employers’ expectations in the current labour market. Career-related Experiences: Expected learning outcomes

Aesthetic Development: Expected learning outcomes develop students’ creativity, aesthetic sensitivity and arts appraising ability; cultivate students’ attitude of respecting different values and cultures; cultivate students’ lifelong interest in the arts. Learning experiences of Aesthetic Development extend the learning of the arts at the junior secondary level, and further:

Physical Education: Expected learning outcomes To refine the skills learnt and acquire skills of novel physical activities, and participate actively and regularly in at least one PE-related co-curricular activity; To analyse physical movement and evaluate the effectiveness of a health-related fitness programme; To take the role of sports leader or junior coach in school and the community, and to demonstrate responsibility and leadership.

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: Aesthetic Development and Physical Development could be largely implemented in the form of structured lessons, which are already available in many schools. They should NOT be implemented merely through co- curricular/ extra-curricular activities or one-off special school days. Moral and Civic Education is commonly provided in class teacher’s periods or the assemblies, specifically assigned lessons and other outside class events to develop positive values.. Career-related Experiences and Community Service could be arranged after school, during post- examination period, on weekends or during school holidays if required. School examples…..

Flexibility- An AD Example It is worth noting that the ＆ suggested minimum time allocation ＊ is to provide schools with guidance in planning and implementing OLE, in terms of curriculum time. Schools could implement Aesthetic Development (AD) in accordance with their own situation. The best way to deliver AD is to provide students with structured learning sessions, which are complemented with authentic arts activities outside the classroom. e.g. structured learning sessions - music and/or visual art lessons, seasonal structured arts programmes, structured arts learning days. e.g. authentic arts activities- extra-curricular/co-curricular activities and interest groups. However, the ratio between structured learning sessions and the related activities need not be rigid. What is more important is that schools should provide quality arts learning opportunities for their students. A school-based sustainable development on Arts education

Seven Guiding Principles of designing school-based OLE: How to build OLE on existing practices? Self-check existing provisions arranged by school (or co- organised with other bodies) OLE aims, expected learning outcomes & School development plan Identify strengths & gaps under “provision for all” as entry-points

Quality of OLE, rather than quantity

OLE time planning & arrangement  The recommended hours for OLE: only a reference point to ensure sufficient opportunities for whole person development of students.  Student engagement and fitness to specific OLE expected outcomes should be examined as priority in time planning. The recommended hours for OLE Other OLE-related experiences Other OLE-related experiences Other OLE-related experiences

OLE time arrangement OLE arranged by school (or co- organised with other bodies): within and outside normal school hours. during time-tabled and/or non-time- tabled learning time Overall and flexible planning of lesson time

PE lesson Music lesson Form-teacher period Assembly VA lesson Timetabled Career talk Sports Day In-school Music Festival (for all) Swimming Gala Religious Studies In-school Drama Day (for all) Student guidance mass programmes Leadership Training programmes ECA / CCA activities Adventure-based activities Student service groups Existing school practices for whole person development LWL Day LWL lesson How can I make sure that my school has met the OLE time requirement? I need to self-check the existing practices. By doing so, I can ensure sufficient OLE opportunities for students. Life Education period

HOW? A self-checking workflow of OLE time arrangement -Time% as reference -Counting only those arranged for all and best fit specific OLE expected outcomes - Minimum Threshold Approach

School A using a ‘minimum threshold approach’ Mode A: OLE implemented through timetabled lessons Mode B: OLE implemented through special days on school calendar Mode C: OLE implemented through specific school policies on extra-curricular / co-curricular activities Regular & ‘For all’ ‘For all’ Wide- spread & voluntary At this point, most schools could satisfy the OLE 15% A self-checking workflow of OLE time arrangement

PE lesson Music lesson Form-teacher period Assembly VA lesson Timetabled Career talk Sports Day In-school Music Festival (for all) Swimming Gala Religious Studies In-school Drama Day (for all) Student guidance mass programmes Leadership Training programmes ECA / CCA activities Adventure-based activities Student service groups Existing school practices for whole person development LWL Day LWL lesson Mode A Mode B Mode C Life Education period

Example of the self-checking workflow SKH Kei Hau Secondary School (Step One - Mode A only) Physical Development PE lessons (2 periods)37 hr Aesthetic Development Music lesson (1 period)19 hr MCE, CS, CREMorning assembly (4 half periods); Assembly (1 period); Religious Studies/ Class teacher period (1 period) 58 hr Total114 hr (11.4%)

SKH Kei Hau Secondary School (Step Two - Mode A & B) Physical Development PE lessons (2 periods) Special Days (e.g. Sport Days - whole school involvement– 2 days) 37 hr 12 hr Aesthetic Development Music lesson (1 period) 3 half-day programmes for Arts & Creativity In-school Music Festival (for all) In-school drama performance & competition (for all) 19 hr 9 hr 8 hr 9 hr MCE, CS, CRE Morning assembly (4 half periods; Assembly (1 period); Religious Studies/ Class teacher period (1 period) + CRE & CS activities (e.g. career talks, visits to universities, and service-learning activities at community centres and/or natural environment) for all students 58 hr 10 hr Total162 hr (16.2%) Over the suggested minimum lesson time (15% / 135 hrs)

Example of the self-checking workflow Pentecostal Lam Hon Kwong School (Step One - Mode A only) Physical Development PE lessons (2 periods)32 hr Aesthetic Development AD lessons (2 periods) Choices on various art forms (e.g. drama and music) are provided for students. 32 hr MCE, CS, CRE Class teacher periods (5 periods/cycle) covering programmes on MCE, religious education, career guidance, and activities to facilitate students to build their Student Learning Profile; Assembly (1 hr/cycle) 78 hr Total142 hr (14.2%)

Pentecostal Lam Hon Kwong School (Step Two - Mode A & B) Physical Development PE lessons (2 periods) Special Days (e.g. Sport Days - whole school involvement – 2 days; PE Day - 4 hr) 32 hr 20 hr Aesthetic Development AD lessons (2 periods) In-school music competition (for all) AD Assembly (e.g. talks on drama and media arts; music & drama appreciation) 32 hr 6 hr MCE, CS, CRE Class teacher periods (5 periods/cycle; covering programmes on MCE, religious education, career guidance, and activities to facilitate students to build their Student Learning Profile); Assembly (1 hr/cycle) + Community Service and specific CRE programmes (e.g. career talks) 78 hr 16 hr Total190 hr (19%) Over the suggested minimum lesson time (15% / 135 hrs)

Example of the self-checking workflow Diocesan Girls’ School Physical Development PE lessons (1 period)30.4 hr Aesthetic Development AD lesson (drama, visual arts and music) (1 period) 30.4 hr MCE, CS, CRE Class teacher period (1 period) Religions Education lesson (1 period) 60.8 hr Total121.6 hr (12.6%) (Step One - Mode A only) (50 mins/period)

Diocesan Girls’ School (Step Two - Mode A & B) Physical Development PE lessons (1 period) Annual Inter-house swimming gala and athletics meet 30.4 hr 20 hr Aesthetic Development AD lesson ( drama, visual arts and music ) (1 period) Appreciation project in drama Annual functions in AD (e.g. annual variety show, annual whole-school hymn practice, Easter concert, Dance and Music Festivals) 30.4 hr 5 hr 20hr MCE, CS, CRE Class teacher period with programmes on MCE, CS and CRE (1 period) Religions Education lesson (1 period) Annual functions in MCE, CS and CRE (e.g. Career talks, the Harvest Festival, Lenten Box, Famine Lunch, the Flag-raising ceremony, Mini Bazaar and a whole-school charity project to support communities in need) 30.4 hr 17.5 hr Total184.1 hr (18.4%) Over the suggested minimum lesson time (15% / 135 hrs)

OLE time planning a ‘minimum threshold approach’ “Do”s There is usually no need to go into Mode C. Schools should plan Mode C effectively to ensure sufficient range of opportunities for students to extend their interests and learning. Consider school policies to ensure coverage of OLE (e.g. CS) of individual students (i.e. provisions for all, e.g. different service programmes under Community Service).

OLE time planning “Don’t”s Schools should not consider using Mode C, in replacement of allocating OLE time into timetable and calendar. Do not fit events/ days just for the sake of meeting up OLE time requirements.

OLE time arrangement: Existing school strategies when applying the self-checking workflow in ‘ OLE Clinic ’ Mode A: Timetabled lessons Mode B: Special days/events Mode C: Extra- curricular / Co- curricular activities 1 Regular lessons (e.g. PE lessons, Music lessons, Form-teacher periods) Special Days (e.g. OLE Day, Sports Day, AD Day, PD Games Day, Service Learning Day) School policy (e.g. ‘ one student one service ’ policy) 2 Flexible arrangements within respective OLE component to enrich experiences (e.g. lesson swapping, group swapping) Special events (e.g. In-school music contest & drama appreciation, career talks & workshops, community service in and/or outside school) Extended school programmes (e.g. after-school sports training workshop for all) 3 Timetabled OLE periods

Initiative of OLE Clinic  Since July 2008: More than 50 schools (including Seed Schools and OLE network schools) have sent us their OLE school plans using the “minimum threshold approach” after briefing.  Meetings with individual schools (on optional basis) were arranged to explore feasible strategies (“OLE Clinic”).  “ OLE Time Arrangement Database ” has been uploaded on web for schools’ reference.

OLE Leadership

Co-ordinators 統籌工作

OLE! ROLES of an OLE Co-ordinator An advocate Promoting the importance

A conductor Art PE MCE CS CRE Coherent making and Liaising different people to work effectively ROLES of an OLE Co-ordinator

An Innovator Transforming ‘old’ things to ‘new’ ROLES of an OLE Co-ordinator

An Explorer Trying out new things and at the same time, ‘dropping’ some old ways ROLES of an OLE Co-ordinator

A Learner, QC & Researcher L Monitoring quality and planning for improvement if necessary ROLES of an OLE Co-ordinator

Four ‘Getting Things Started’ Questions 1. What are the existing practices that have already met the OLE requirements? What are the ‘gaps’ and areas that need future development? What would be approach to fill these gaps? 2. Does the school have any policy or measure to provide sufficient flexibility to those OLE programmes organized within and outside normal school hours? 3. Any key players in the school needs to work with/ alongside, to lead OLE ? 4. What would be the plan (timeframe, structure and programme) to make this work? How do these plan communicate to staff? e.g. Audit e.g. Control measures e.g.Collaboratione.g. Action plan

Forming a co-ordinating Team Auditing the existing Filling the gaps (‘do’s and ’don’t’s) Communication strategies (in and out of schools) Making good use of resources & partnerships Monitoring/ celebrating the quality of programmes A Learner, QC & Researcher … A ConductorAn AdvocateAn InnovatorAn Explorer ‘Getting Started’ Suggestion

陽曆：十月三十一日星期二 陰曆：九月初十 癸巳水觜危日 生肖相沖：豬 宜：嫁娶、納采、移徙、赴任、動土、上樑、安床、栽 種 忌： 詞訟、遠行 十二時辰吉凶：子吉、丑中、寅中、 卯吉、辰凶、巳吉、 午中、 未凶、申吉、 酉中、戌吉、亥凶 喜神：東南 東南 財神：正南 正南 鶴神：在天在天 空亡：未亥未亥 OLE Planning Forming a coordinating team Auditing the existing Filling the gaps Communication strategies Tapping the resources/ partnerships Monitoring the quality

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

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

Learning-centred Leadership Establishing a focus on learning By persistently and publicly focusing their own attention on learning (teaching) in OLE Building professional learning communities By nurturing work cultures that value and support their colleagues’ learning in OLE Engaging external environments for matter of learning By building relationships and securing resources from outside groups that can foster students’ or teachers’ learning in OLE. Acting strategically and sharing leadership By mobilizing effort along pathways that lead to student, professional or system learning and by distributing leadership across levels and responsibilities in OLE Creating coherence By connecting student, professional and system learning with one another and with learning goals of OLE How could this programme be improved? Sharing reflection? ‘What have I learned in this OLE activity?’ Students & teachers Networks, agencies, groups, parents, … Helps learning in OLE Any systemic change needed to improve OLE? ‘ Anything (themes, entry points, values, skills)that connects well with different levels?

Distributed Leadership More than shared leadership or delegation Involves formal and informal leaders Web of leaders; connected leadership It is interaction that matter; not roles and positions ‘Leader-ful Community’ ‘Leader-ful Organisation’ Outcomes: People have contribution to make Willing followers More sustainability

LCL in practice: reflection questions of OLE What would be the guiding principles in designing/ planning my school-based OLE? Any possible approaches and models that I could learn from the ‘external world’? How could I go from here to there? What are certain and what are still uncertain? What sort of things the school should do it anyway? Do my colleagues know what I know? How could I share with them?

OLE and SLP Clinic Reply Slip