1. Leading OLE Learning-centred Leadership
Session 1

2. 源起篇 Other Learning Experiences (OLE) Student Learning Profile (SLP)
and
Student Learning Profile (SLP) in
New Senior Secondary Curriculum
源起篇

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

4. Other Learning Experiences suggested time allocation breakdown over 3 years
Minimum Hours
1. Aesthetic Development
(e.g. music lessons, art performance) 5%
135
2. Physical Development
(e.g. P.E. lessons, sports)
3. Moral and Civic Education
(e.g. form tutor lessons, religious education periods)
4. Community Service
(e.g. visiting elderly homes, community projects)
5. Career-related Experiences
(e.g. career talks, job shadowing)
15% 405
Suggested Minimum

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

6. 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 %

7. Do you agree that universities should use broader admission criteria, e.g. components in student learning profile?
Strongly Agree + Agree = 82 %

8. The New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong
(EMB, May 2005)

9. Understanding OLE and SLP解碼

10. 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%)
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
for example…

11. 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, aesthetic and physical development, career-related experiences)
Applied
Learning
45 – 55%
20 – 30%
15 – 35%

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

13. 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……..

14. For example: School examples…..
Aesthetic Development and Physical Development are most likely implemented in the form of structured lessons.
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. a weekday afternoon, after school or on Saturday) to ensure that students could have full opportunities to gain the experiences.
Career-related Experiences and Community Service could also be arranged after-school, during post-examination period, on weekends, before or during vacations if required.
School examples…..

15. Example of OLE time planning
School A using a ‘minimum threshold approach’ in OLE time planning
Mode A: OLE implemented through timetabled lessons
Regular & ‘For all’
Mode B: OLE implemented through special days on school calendar
‘For all’
Mode C: OLE implemented through specific school policies on co-curricular activities
Wide-spread & voluntary

16. Example of OLE time planning
School A using a ‘minimum threshold approach’ in OLE time planning (Step One- Mode A only)
Physical Development
(45 hr)
2 periods
37 hr
Aesthetic Development
1 period (Music lesson)
19 hr
MCE, CS, CRE
(45hr)
Morning assembly (4 half periods; Assembly (1 period); Religious Studies/ Class teacher period (1 period)
58 hr
Total
(150 hr)
114 hr (11.4%)

17. School A using a ‘minimum threshold approach’ in OLE time planning (Step Two- Mode A & B)
Physical Development
2 periods
Special Days (e.g. Sport Days – 1.5 day)
37 hr
12 hr
Aesthetic Development
1 period
3 half-day programmes for Arts & Creativity
In-school Music festival (for all)
In-school Drama competition (for all)
19 hr
9 hr
10 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)for all students
58 hr
Total (150 hr)
165 hr (17%)

18. a ‘minimum threshold approach’
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).

19. 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.

20. 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

21. Moral and Civic Education Aesthetic Development
The Conceptual Framework of Other Learning Experiences in New Senior Secondary Curriculum
School
Mass Media
Overseas
※National education courses/programmes ※ School assemblies
※ Discussion in class teacher periods
Suggested forms of experience
※Participation in student organizations
※ Learning different art forms through formal lessons
※ Community arts activities such as attending concerts, visiting art galleries and museums
Suggested forms of experience
Peer
Moral and Civic Education
Aesthetic Development
To become active, informed and responsible citizens
To develop career aspirations and positive work ethics
Seven Core
Values
(e.g. Perseverance, Respect for Others, Responsibility, National Identity, Commitment), Caring, ＆Integrity
Generic Skills
(e.g. Creativity, Collaboration skills, etc.)
Building Lifelong Capacities
To respect for plural values
To adopt a
healthy living style
Social Service Organizations and Groups
※ School-Business partnership programme ※ Career talks
※ Workplace guided visit ※ Job shadowing
Suggested forms of experience
※ Project learning on future careers
Natural Environment
Physical Development
Career-related Experiences
Suggested forms of experience
※ Structured PE lessons
※ Sports days
Community Service
Family
Religious Organizations
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
Industrial and Commercial Organizations
Internet

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

23. OLE Leadership

24. R
OLE 角色
Co-ordinators
統籌工作
ESPONSIBILITIES 責任

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

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

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

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

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

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

31. 宜與不宜 OLE Planning Forming a coordinating team Auditing the existing
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
財神： 正南
鶴神： 在天
空亡： 未亥
Forming a coordinating team
Auditing the existing
Filling the gaps
Communication strategies
Tapping the resources/ partnerships
Monitoring the quality

32. 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
SLP requires reflection or portfolio
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

33. A spectrum of different leadership styles
Instructional
“Level 5”
Invitational
Inclusive
Primal
Learning-centred
Distributive
Student
Transactional
Charismatic
Transformational
Situational
Democratic
Leadership
Collaborative
Authoritarian
Coercive
Heroic
Visionary
Moral
Servant
Professional
“Three-D”
Strategic
Principle-centred
Top-down
Bottom-up
Slightly ‘top down’
Slightly ‘bottom up’
Adapted and modified from ‘The Leadership File’ (2003), MacBeath, J

34. Professional Learning
Learning-centred Leadership in OLE:
Three Learning Agendas & Contexts
Student Learning
Student learning opportunities
Professional Learning
Professional learning opportunities
System Learning
System learning opportunities
School contexts
Community contexts
Policy and professional contexts

35. Learning-centred Leadership
‘What have I learned in this OLE activity?’
Students & teachers
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?
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?

36. 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

37. 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?

38. 4 ‘Getting Things Started’ Questions
e.g. Audit
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?
Does the school have any policy or measure to provide sufficient flexibility to those OLE programmes organized within and outside normal school hours?
Any key players in the school needs to work with/ alongside, to lead OLE ?
What would be the plan (timeframe, structure and programme) to make this work? How do these plan communicate to staff?
e.g. Control measures
e.g.Collaboration
e.g. Action plan