Introduction on Preparing Introduction on Preparing students for Successful students for Successful Transition in NAS: Multiple roles Transition in NAS: Multiple roles of SLP and other documentsof SLP and other documents

Stephen YIPStephen YIP

CDI, EDBCDI, EDB

20 Dec 201020 Dec 2010

““Preparing students for successful Preparing students for successful transition in NAS” Seriestransition in NAS” Series

• Seminar on “Preparing students for successful transition in NAS”

• Series of workshops from March to July 2011(in partnership with HKACMGM) to cater for 3000 teachers.

TCS in Jan 2011

3

HKALE (last cohort

in 2012)

S6

S7 Other pathways

HKALE (last cohort

in 2012)

HKCEE(last cohort

in 2010)

Secondary 1

Secondary 2

Secondary 3

Secondary 4

Secondary 5HKCEE(last cohort

in 2010)

NewAcademic Structure

2012 1st HKDSEE

DOUBLE cohort year

Senior Secondary 3

Senior Secondary 2

Senior Secondary 1

Secondary 1

Sep 2009

Secondary 2

Secondary 3

Secondary 4

Secondary 5

Secondary 6

New Senior Secondary (NSS)

1st cohortof graduates (2016)

4-ye

ar D

egre

e p

rogr

amm

e Multiple pathways

What will our students face in NASWhat will our students face in NAS? Old

Academic StructureOld

Academic Structure

Other pathways

3-ye

ar D

egre

e pr

ogra

mm

e

Some concerns from Some concerns from sschoolschools

How w

ill u

nive

rsiti

es s

el

ect m

y st

uden

ts?

What students’ abilities / personal qualities are universities looking for?

Apart from academic qualifications, how could universities select the students based on the JUPAS OEA?W

hat do the employe

rs expect?

Wha

t per

sona

l qua

litie

s ar

e

empl

oyer

s lo

okin

g fo

r?

How could they m

ake use t

he information of SRR?

How could I ensure my stude

nts properly present themsel

ves?

Could stu

dents p

resent l

e

arnin

g experiences?

Wha

t pre

sent

atio

n

skill

s do

they

nee

d?

Is it possible for them to pr

esent themselves to any st

akeholders?

Self-understanding?

Do st

uden

ts k

now

thei

r orie

ntat

ion?

Are students well-develo

ped reflection capabilitie

s?

Do students have

a life goal and car

eer aspiration?

How could How could we make we make

use of SLP use of SLP as a as a

connector, connector, to address to address

these these concerns?concerns?

Beyond academic achievements…

JUPAS OEA

Functional roles of SLP and other related documentsFunctional roles of SLP and other related documents

EmployersEmployers

Schools Students

SLP and other documents

Collect, Select and Reflect

OEA, Personal Statement, Application Form

Resu

me,

Referen

ce LetterActivity record database,

Testimonial, Certificates

Reco

mm

end

ation

As the first presentation tool:

Demonstrate personal values, belief and career aspiration

As a depository of activity records:

Evidence of student learning

As a learning process:

A kind of Career-related Experiences for goal setting and

personal development

Tertiary Tertiary EducationEducation

(Local & Overseas)(Local & Overseas)

SLP as Depository of individual learning records

• Collect, Reflect & Select (e.g. most schools encourage students to select & reflect at least once a year via SLP)

• S6: Use of SLP records to complete JUPAS OEA forms or other institutions’ application requirements.

Will there be a smoother transition, in terms of working from SLP to JUPAS

application?

• JUPAS has designed a file structure to facilitate schools to upload data to their online system

• WebSAMS will be enhanced accordingly to facilitate the process. – Students have accounts to access the WebSAMS plat

form for preparing the JUPAS OEA information based on their SLP

– Such information could be exported from WebSAMS according to the preset file structure of JUPAS

JUPAS OEA Form: Some advice

• Based on own SLP;

• 20 items – NOT A MUST;

• Roles: Try to be realistic (e.g. not all leading roles)

• Additional Information: NOT Testing Language ability; Personal styles

• Student Ownership: No Over-intervening

Functional roles of SLP and other related documentsFunctional roles of SLP and other related documents

EmployersEmployers

Schools Students

SLP and other documents

Collect, Select and Reflect

OEA, Personal Statement, Application Form

Resu

me,

Referen

ce LetterActivity record database,

Testimonial, Certificates

Reco

mm

end

ation

As the first presentation tool:

Demonstrate personal qualities, orientations and career aspirations

As a depository of activity records:

Evidence of student learning

As a learning process:

A kind of Career-related Experiences for goal setting and

personal development

Tertiary Tertiary EducationEducation

(Local & Overseas)(Local & Overseas)

Anne: My father is a businessman. After thorough investigation and several talks with my career teachers, I want to study business in university. My subject results

are not too bad at school. I enjoy OLE very much and participate several

leading roles in activities. I learn a lot from these experiences… I may consider overseas institutions for future study if

needed.

How to help students present How to help students present themselves?themselves?

A Story of Anne

AnAnne: ne: Documents I may need to Documents I may need to present mypresent myself…self…

• Student Learning ProfileStudent Learning Profile• OEA Form OEA Form (JUPAS)(JUPAS)• School Reference Report School Reference Report (JUPAS)(JUPAS)• Testimonial/ Reference letters Testimonial/ Reference letters (for (for

overseas)overseas)• School Report Card School Report Card (for overseas esp. US (for overseas esp. US

to demonstrate full secondary schooling)to demonstrate full secondary schooling)• HKDSE results HKDSE results (available in summer)(available in summer)

Anne: Occasions that I may need to Anne: Occasions that I may need to present myself… INTERVIEWSpresent myself… INTERVIEWS

(1) Knowing what is needed?(1) Knowing what is needed?• Local institutions• Overseas• Employers

For example, …

How could universities select students to meet How could universities select students to meet their goals of whole-person development?their goals of whole-person development?

港大：會考慮校內成績、學生的 OEA 、個人自述及校方推薦 /評語。

城大：按照學生提供的申請資料（例如：志願組別、學業成績、 OEA 資料等）

浸大：學生對浸大課程選擇的優先次序浸大：學生對浸大課程選擇的優先次序、中六校內成績、校內能力評估、校方推薦 /評語、 OEA 及「其他學習經歷」等

科大：參照同學的校內成績、校方的評估以及同學提供的其

他學習經歷（ OEA ）

教院：考慮學生各方面之成就，亦會參考學生在 OEA 、個人自述、校方推薦 /評語及「學生學習概覽」內的資料。

理大：參考學校為學生於聯招表格上填寫的校長推薦 / 評語 (Reference Report) 、 中六校內成績 (Academic Performance in School at Secondary Six) 、 OEA (Other Experiences & Achievements) 及學生個人自述 (Additional Information)

Source: HKACMGM (http://www.hkacmgm.org/)

There are so many documents. There are so many documents. Which one is the most important?Which one is the most important?

同學應在撰寫個人自述部分表現出個人經驗及特質。

同學應在撰寫個人自述部分表現出個人強項及有關經驗 /活動 /興趣的投入。

同學應在撰寫個人自述部分表現出個人鮮明的特質。

同學應在撰寫人自述部分表現出持續性的質化提升，如同學在興趣方面的持續性以及真實的自己。

由於同分考生增多，故表現出個人特質最重要。同學可描述自己的非學術方面顯赫 /令人印象深刻的成就。

同學在撰寫個人自述部份應盡量表現真實的自己，在學習經歷方面，同學應嘗試接觸不同的事物，不要留於現實行事。

同學應在撰寫個人自述部分表現出有關經歷如培養個人成長或對自己有何得著並附上例證說明。

Source: HKACMGM (http://www.hkacmgm.org/)

Is my academic performance in Is my academic performance in school important?school important?

會認真參閱校長推薦會認真參閱校長推薦 // 評語 評語 (Reference Report)(Reference Report)

會考慮申請人所有資料，會考慮申請人所有資料，包括包括 OEAOEA 、課程選擇的、課程選擇的優先次序、校內能力評優先次序、校內能力評估等。估等。

如學生同分會以校內成績如學生同分會以校內成績而在名單調整先後次序。而在名單調整先後次序。

Source: HKACMGM (http://www.hkacmgm.org/)

What if I want to apply for What if I want to apply for universities overseas?universities overseas?

Some advice from overseas Some advice from overseas universitiesuniversities

• Importance of School ResultsImportance of School Results • US universities puts great emphasis on applicant’s school

performance and whether they completed the secondary education

• Presentation of school informationPresentation of school information • Some US universities recommends that secondary schools in HK

provide past achievement information of the school on students’ transcript

• Importance of Student Work Portfolio Importance of Student Work Portfolio • Some US universities treasures real work portfolios for some “tal

ent” programmes (e.g. architecture, music, arts)

• Undesirable to give high grades to all students Undesirable to give high grades to all students • Undesirable to give too stringent grades to studentsUndesirable to give too stringent grades to students

School Recommendation Letters

(2) Preparing Anne (2) Preparing Anne how tohow to present themselvespresent themselves through through

various learning opportunitiesvarious learning opportunities

Not just about skills, techniques or tips… rehearsals…

Not just about writing workshops or English department involvement

Selection and reflection on impressive experiences

5 slides to present about own self

Reflection on personal growth through narrative approach

五頁簡報 :我是誰我的強項是我高中時期，參加過最重要的活動是我希望未來在哪方面發展我希望你這樣認識我

Example: “WOW: I’m Ready” Example: “WOW: I’m Ready” WorkshopsWorkshops

• An EDB pilot, which engages with a group of experienced human resource experts from the World of Work (WOW), aims to help students self-confidence and how to take lead of their life.

• A session on how to present themselves verbally & non-verbally. Discussing what personal qualities they wish to present (incl. handshake), in the light of giving people GOOD IMPRESSION

Developing Anne’s ‘story-telling’ Developing Anne’s ‘story-telling’ capabilities through SLP, rather than capabilities through SLP, rather than

mere mere lang. improvementlang. improvement• Content counts – depends on reflection capabilities• Presentation skills (both verbal and written)• Sense of audience • Higher order thinking skills, beyond descriptive• Vocabularies with deep personal understanding• ability to summarise (綜合能力 )• Creativity; personal styles – No Standard Format• Mutual support among peers through sharing and enco

uragement

Life-long benefits

Functional roles of SLP and other related documentsFunctional roles of SLP and other related documents

EmployersEmployers

Schools Students

SLP and other documents

Collect, Select and Reflect

OEA, Personal Statement, Application Form

Resu

me,

Referen

ce LetterActivity record database,

Testimonial, Certificates

Reco

mm

end

ation

As the first presentation tool:

Demonstrate personal qualities, orientations and career aspirations

As a depository of activity records:

Evidence of student learning

As a learning process:

A kind of Career-related Experiences for goal setting and personal development; Nurturing

Reflection Capabilities

Tertiary Tertiary EducationEducation

(Local & Overseas)(Local & Overseas)

Please reflect on your experience in bus this morning.

Don’t Forget: Anne has undergone a Don’t Forget: Anne has undergone a range of impressive learning experiences range of impressive learning experiences

to develop her to develop her Reflection capabilityReflection capability

Anne was given the opportunities to assess his strengths and needs, and formulate his career

aspiration. He learnt of the career and life planning…

Personal Qualities

passionate person

demonstrating flexibility in

facing difficulties

concern to social and

global issues

Have to work on irregular

hours to serve the youth /

elderly

Further advice from the social worker…Anne rFurther advice from the social worker…Anne realises that the personal qualities is crucial for ealises that the personal qualities is crucial for

his life long planning.his life long planning.

Equipping students to present himself Equipping students to present himself through self-account / personal statement.through self-account / personal statement.

Begins with good Reflection Habits in Begins with good Reflection Habits in OLE/NSSOLE/NSS

Reflection exercise in OLEs

Self-account in SLP

OEA 300, Personal Statement

反思的六個層次反思的六個層次層次 描述

I 只有經驗

II 把經驗以記錄形式明確地表達

III 反思學習的經驗

IV 把兩者連繫

V 把所學應用於新的環境

VI 適應新的環境

資料來源：高彥鳴教授

Workshops & development on Reflection

• EDB Workshop: The Art of Facilitating Student Reflection (Oct 2010 – July 2011)

• Student-LED Project – jointly run by EDB, AHSS & Prof Edmond Ko (focus on level 4-6).

• Examples of reflection resources, from worksheet design to reflection activities design that can address different learning styles available on OLE web site.

www.edb.gov.hk/cd/ole

Developing Reflection Capabilities andAssessing own strengths and weaknes

ses

through SLP, as depository, presentation tool, learning process JUPAS

Application

e.g. OEA, SRR

Application to overseas

universities or universities in

mainland China

Future Employment

外在應對( 實戰 )

外功

內功

Selecting/transposing information to JUPAS

forms/writing the personal statements for application

to overseas universities / future employment

Preparing students how to present

themselves through various channels

“空心”

““Preparing students for Preparing students for successful transition in NAS” successful transition in NAS”

WorkshopsWorkshops• Series of workshops from March to July 2

011(in partnership with HKACMGM) - Assessing own strengths & weaknesses - Effective presentation and planning ahead

A 6-hours workshop - aims to cater 3000 teachers (career teachers, form teachers, OLE teachers, SLP co-ordinators …)

TCS in Jan 2011