Other Learning Experiences (OLE)
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
2-3 Elective
Subjects out of 20
subjects or out of
courses in careeroriented studies
(45-55%)
(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%)
NSS
Generic
Skill
Value &
Attitude
P1- S3
General
Studies
Moral and Intellectual Community Physical & Career-related
Aesthetic
Civic
Development Service Development Experiences
Education
Proposed NSS Curriculum
Chinese
Language,
English Language,
Mathematics and
Liberal Studies as
core subjects for
ALL students
45 – 55%
2 or 3 elective
subjects (chosen
from a range of
20 elective
subjects)
Career-oriented
studies
(alternative(s) to
elective(s))
20 – 30%
Other learning
experiences
(moral and civic
education,
community
service, arts and
physical
education, careerrelated
experiences)
15 – 35%
Other Learning Experiences
(suggested time allocation breakdown over 3
years)
Minimum Hours
1. Arts Education
5%
135
2. Physical Education
5%
135
5%
135
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, postexamination, 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/ careeroriented studies
 Building up life-long capacities:
 To nurture informed & responsible citizenship
 To respect for Plural values & Healthy living style
 To develop career aspirations
The Conceptual Framework of Other/Essential Learning Experiences in New Senior Secondary Curriculum
School
Mass Media
Overseas
Peer
Generic Skills
(e.g. Creativity,
Collaboration
skills, etc.)
1) To become
active and
responsible
citizens
2) To respect
for plural
values & art
appreciation
Building
Lifelong
capacity
to ……
Five Core Values
(e.g. Perseverance, Respect
for Others, Responsibility,
National Identity, Commitment)
3) To develop
career
aspirations
Community Services
Suggested forms of activity
※ Visit the centres for the deprived communities
※ Be a member in a uniformed group regularly serving the community
※ Clean HK campaigns
Internet
Industrial and Commercial
Organizations
Seven Guiding Principles of Designing
School-based OLE
Schoolbased
Models
Senior Secondary
Student Learning Profile (SLP)
A key to future success……
‘Students telling their own stories’
What would be in the SLP? e.g.
1) HK Diploma of Secondary Education
+ Career Oriented Studies
2) School Internal Results / school report cards
3) 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
Other Learning
Experiences
Student Learning
Profile
• Arts Education
• Participation
• Physical Education
• Achievements
• Moral & Civic
Education
• Reflections
• Community Services
• Career-related
Experiences
• Attributes and
Capabilities
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)
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
SLP is assessment
OLE does not
OLE = ECA
include ECA
OLE means
Only teachers
abolishing PE
Highly structured could take up
lessons
programme
OLE
means high
Some quality
common
Myths/
CS means visits
Related Misunderstandings
to Elderly
experiencesabout
gained OLE Experiences
& SLP
homes
from subjects do
not count
gained from
ECA has less
Meeting hours quality
‘OLE entitlements’ requirement is
in
mean everyone have all we need OLE
to participate the OLE
needs
same programmes
grading
CRE means
only work
attachment
All OLEs have to
be highlystructured and in
the lesson
timetable
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 schoolbased 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?
Optional strategies in Junior Secondary forms:
e.g. Schools may implement an
electronic or non-electronic
school-based system to:
• 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.
Senior Secondary
Student Learning Profile
(School-based)
HKDSE / COS
School internal record by
subjects
Other Learning Experiences
Participation
Achievements
Reflection
Attributes and capabilities
Example: Use of student journals,diaries or logs in
some school activities to nurture reflective culture
among students
Students’ Journal in Junior Secondary
‘I would like to participate in more
activities to broaden my horizon...…’
Subject-based results ...... ‘ I need to
learn…’
‘I’ve visited the home for the elderly on…’
‘The organization also gives me a
certificate to recognize my participation
in ...…’
Senior Secondary
Student Learning Profile
Goal Setting
Subject-based results
Participation
Achievements
‘I like this activity very much because ...…’
‘I was surprised in seeing…’
‘I developed X skills and perseverance in
this activity.’
Reflection
Attributes and capabilities
Example one: PLK 1983 Board of Directors’ College
Within Normal School Hours
Secondary 4
(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
*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
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 Extracurricular 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
Curriculum-based
Approach
Approach
Low Pre-defined
Content
OLE
Programmes
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).
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.
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 schoolbased system
Teachers validate
the information
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
Exemplars
and ambitions.
On-going interaction with teachers in the process
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
01/12/2009
Chan Mei-yuk
Creativity
Teacher or
tutor who is in
charge of the
programme
Teachers’ feedback:
Comments
for
student’s reference
on performance
The student could creatively
assemble different sound effects
available from the environment.
Level B
Cheryl submits required information from the learning
profile to her school
Senior secondary
Student Learning Profile
Cheryl builds up her won profile
through a a school-based process.
Issuing Student Learning
Profile by the school
Cheryl submits required information
A possible school case of Student Learning Profile:
“A story told by Cheryl”
Gaps / Adjustments in existing practice
(Examples)
School A
School B
School C
To enhance the provision of
CRE, CS and AE at senior
levels
To expand the time engagement
of the activities
To structure the class teacher
period at senior levels
gradually
Through these learning experiences, to
nurture…
Five Core Values:
Generic Skills:e.g.
•
•
•
•
•
•
•
•
•
Perseverance
Respect for Others
Responsibility
National Identity
Commitment
Communication
Creativity
Critical Thinking
Collaboration