other learning experiences (ole ) and student learning profile (slp) in new senior secondary...
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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
Value &Attitude
Generic Skill
Building on Strengths of Basic Education: The Whole Curriculum Framework (Coherence,
Fullan)
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, aesthetic and physical
development, career-related experiences
(15-35%)
P1- S3P1- S3
NSSNSS
Moral and Civic
Education
Moral and Civic
Education
Intellectual DevelopmentIntellectual
DevelopmentCommunity
ServiceCommunity
Service
Physical & Aesthetic
Development
Physical & Aesthetic
Development
Career-related Experiences
Career-related Experiences
General Studies
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)
Career-oriented studies (alternative(s) to elective(s))
45 – 55% 20 – 30% 15 – 35%
Proposed NSS Curriculum
Other Learning Experiences(suggested time allocation breakdown over 3
years)
1. Aesthetic Development 5% 135
2. Physical Development 5% 135
3. Moral and Civic Education
5% 1354. Community Service
5. Career-related Experiences
Minimum Hours
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 Experiences and Community Service could be arranged after-school, post-examination, weekends, before or during vacations if required
• Aesthetic Development, Physical Development 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 (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 form
s of experience
※
Workplace guided visit
Job shadowing
※
※
School-B
usiness partnership programm
e C
areer 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
Sug
gest
ed fo
rms
of
exp
erie
nce
※
Stru
ctur
ed P
E le
sson
s
※
Spo
rts d
ays
School
Overseas
Natu
ral
En
viron
men
t
Religious
Organizations
Internet Industrial and Commercial Organizations
Fam
ilyS
ocia
l Ser
vice
Org
aniz
atio
ns
and
Gro
ups
Peer
Mass Media
Phy
sica
l Dev
elop
men
t
Aesthetic DevelopmentMoral and Civic Education
Career-related E
xperiences Community Service
Generic Skills
(e.g. Creativity,Collaboration
skills, etc.)
Five CoreValues
(e.g. Perseverance, Respect for Others,
Responsibility, National Identity,
Commitment)
To become active, informed and responsible
citizens
To respect for plural values
To adopt a healthy living style
BuildingLifelong
Capacities
To develop career aspirations and positive work
ethics
Seven Guiding Principles of Designing School-based OLE
Seven Guiding Principles of Designing School-based OLE
School-based
Models
Senior Secondary
Student Learning Profile (SLP)
A key to future success……
‘Students telling their own stories’
A key to future success……
‘Students telling their own stories’
Every student is encouraged to build a Senior Secondary Student Learning Profile
What would be in the SLP? e.g.
1) Personal Particulars of the student
2) School internal results (i.e. from school report cards)
3) Some basic information of Other Learning Experiences
4) List of major awards and achievements gained
5) ‘Student’s Self-Account’ (optional)
Basic information
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
Aims of the SLP:
Other Learning Experiences
Other Learning Experiences
Student Learning Profile (e.g.)
Student Learning Profile (e.g.)
• Aesthetic Development
• Physical Development
• Moral & Civic Education
• Community Service
• Career-related Experiences
• Aesthetic Development
• Physical Development
• Moral & Civic Education
• Community Service
• Career-related Experiences
• Participation
• Achievements
• Reflections
• Attributes and Capabilities
• Participation
• Achievements
• Reflections
• Attributes and Capabilities
Very Basic
Information
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]
OLE Data Collected for the SLP :
Case Example: A school uses SLP as a learning tool ALONGSIDE the recording
process
What are the existing school-based practice ?
• Most schools claimed they have their own system for OLE recording 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 subsidiary tool: e.g. e-tools
• Investigate strategies and effective models in support student learning
- 2nd Phase 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
Way Forward
Some common Myths/ Misunderstandings about OLE & SLP
OLE = ECA SLP is assessment
All OLEs have to be highly-structured and in the lesso
n timetable
‘OLE entitlements’ mean everyone have to participate the sam
e 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
Highly structured programme means high quality
Meeting hours requirement is all we need in OLE
Within Normal School Hours
(Proposed time-table for the NSS)
• PE lessons + structured programmes (40 hrs) – PE
• Class teacher period (20 hrs) - MCE
• Building on the existing practice, insert three sessions for OLE 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
Example one: PLK 1983 Board of Directors’ College
Secondary 4
Activity curriculum (50 hours approx.)
Outside Normal School Hours
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)
PE lesson Class Teacher period
Proposed practice
Creativity workshop
The time table
- PE lessons (40 hrs) - PE
- Assembly / Class teacher period (40 hrs) - MCE
- Arts Education (e.g. Music, Visual arts ……) (20 hrs) - AD
- Religious Education (40 hrs) - MCE
Within Normal School Hours
Example two: St. Stephen’s Girls’ College
Extra-curricular Activities(ECA)……
Outside Normal School Hours
Secondary 4
PE Lessons
RE Lessons
Music LessonAssembly
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 = 40 + 40 + 20 + 40 + ECA = above 150 hrs (150+150+105=405hr)
• 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.
Case Example three: An authentic plan of AD in OLE
Level Subjects offered No. of lessons / cycle
Junior Secondary
Music + Visual Arts 4 classes x 4 lessons x 3 levels = 48
Senior Secondary
5% Aesthetics development in OLE
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
OLE
Programmes
Event-based
Approach
Curriculum-based
Approach
High Structure
Low Structure
High Pre-defined Content
Low Pre-defined Content
Project-based Approach
Activity-based Approach
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 r
elatively 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
Adventure Programme
Academic Studies Physical Education Community Service
National Programme
Career-related Experiences.
Learning Life for Learning Life for
Whole Person DevelopmentWhole Person Development
An example for using an e-tool
Five Core Values:• Perseverance
• Respect for Others
• Responsibility
• National Identity
• Commitment
Generic Skills:e.g. • Communication
• Creativity
• Critical Thinking
• Collaboration
Through these learning experiences, to nurture…