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

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

3. 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

4. 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%

5. 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

6. 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……..

7. 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

8. 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

9. 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

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

11. 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’

12. 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)

13. 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

14. 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

15. 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

16. 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 ……..

17. 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

18. 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

19. 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

20. 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)?

21. 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

22. 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.’

23. 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

24. 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 = = 150 hours ( = 405 hr)

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

26. 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)……

27. Assembly
Music Lesson
PE Lessons
RE Lessons

28. 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 = ECA = above 150 hrs ( =405hr)

29. 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

30. 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

31. 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.

32. 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.

33. 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.

34. 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).

35. 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.

36. 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

37. 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

38. 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

39. 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”

40. 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

41. 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