2Major principles of OLE & SLP will be included in the Senior Secondary Curriculum Guide (firstly in web-version) in 2006
3Building 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%)Moral and Civic EducationIntellectual DevelopmentCommunity ServicePhysical & Aesthetic DevelopmentCareer-related ExperiencesNSSGeneric SkillNotes for the facilitatorThis, 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 &AttitudeP1- S3General Studies
4Proposed NSS Curriculum Chinese Language, English Language, Mathematics and Liberal Studies as core subjects for ALL students2 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%
51. Aesthetic Development 5% 135 2. Physical Development Other Learning Experiences (suggested time allocation breakdown over 3 years)Minimum Hours1. Aesthetic Development5%1352. Physical Development3. Moral and Civic Education4. Community Service5. Career-related Experiences
6Time 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……..
7For example:Career-related Experiences and Community Service could be arranged after-school, post-examination, weekends, before or during vacations if requiredAesthetic 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
8Why 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 studiesBuilding up life-long capacities:To nurture informed & responsible citizenshipTo respect for plural valuesTo adopt a healthy living styleTo develop career aspirations and positive work ethics
9Moral and Civic Education Aesthetic Development The Conceptual Framework of Other Learning Experiences in New Senior Secondary CurriculumSchoolMass MediaOverseas※National education courses/programmes ※ School assemblies※ Discussion in class teacher periodsSuggested 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 museumsSuggested forms of experiencePeerMoral and Civic EducationAesthetic DevelopmentTo become active, informed and responsible citizensTo develop career aspirations and positive work ethicsFive CoreValues(e.g. Perseverance, Respect for Others, Responsibility, National Identity, Commitment)Generic Skills(e.g. Creativity, Collaboration skills, etc.)Building Lifelong CapacitiesTo respect for plural valuesTo adopt ahealthy living styleSocial Service Organizations and Groups※ School-Business partnership programme ※ Career talks※ Workplace guided visit ※ Job shadowingSuggested forms of experience※ Project learning on future careersNatural EnvironmentPhysical DevelopmentCareer-related ExperiencesSuggested forms of experience※ Structured PE lessons※ Sports daysCommunity ServiceFamilyReligious OrganizationsSuggested forms of experience※ Visit the centres for the deprived communities※ Be a member in a uniformed group regularly serving the community※ Clean HK campaignsIndustrial and Commercial OrganizationsInternet
10Seven Guiding Principles of Designing School-based OLE School-based Models
11A key to future success…… ‘Students telling their own stories’ Senior SecondaryStudent Learning Profile (SLP)A key to future success……‘Students telling their own stories’
12Every student is encouraged to build a Senior Secondary Student Learning Profile
13What would be in the SLP? e.g. Personal Particulars of the studentSchool internal results (i.e. from school report cards)Some basic information of Other Learning ExperiencesList of major awards and achievements gained‘Student’s Self-Account’ (optional)Basic information
14Aims of the SLP: Reflects a concern for whole-person development To motivate learning and engagementTo recognize non-academic achievementsTo give employers and higher education institutions a more complete picture of the individual and his/her achievements
15Very Basic Information Other Learning ExperiencesStudent Learning Profile (e.g.)Aesthetic DevelopmentPhysical DevelopmentMoral & Civic EducationCommunity ServiceCareer-related ExperiencesParticipationAchievementsReflectionsAttributes and CapabilitiesVery Basic Information
16OLE 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
17What are the existing school-based practice ? Most schools claimed they have their own system for OLE recording OLE inside the academic reportUsing different report sheets (non-academic reports)Multiple intelligence ‘Passport’Portfolio for on-going reflectionRecord inside the Student HandbookPowerful on-line systemLearning diary ……..
18A Seed Project (2005 – 2007) It aims to: School-based models in organizing “Other Learning Experiences” and “Student Learning Profile” in SS curriculumIt aims to:Collect SLP and OLE good practicesDevelop subsidiary tool: e.g. e-toolsInvestigate strategies and effective models in support student learning
19Way Forward 2nd Phase the Seed Project Senior Secondary Curriculum GuideTeacher trainingA web-based learning resource for junior secondary students for demonstration+ OLE DatabankInformation specific audience, including tertiary institutions, employers, parents, teachers and students
20Some common Myths/ Misunderstandings about OLE & SLP SLP is assessmentOLE = ECAOLE does not include ECAOLE means abolishing PE lessonsOnly teachers could take up OLEHighly structured programme means high qualityCRE means only work attachmentCS means visits to Elderly homesSome common Myths/ Misunderstandings about OLE & SLPRelated experiences gained from subjects do not countExperiences gained from ECA has less qualityMeeting hours requirement is all we need in OLEAll OLEs have to be highly-structured and in the lesson timetable‘OLE entitlements’ mean everyone have to participate the same programmesOLE needs grading
21Within Normal School Hours Example one: PLK 1983 Board of Directors’ CollegeWithin Normal School Hours(Proposed time-table for the NSS)PE lessons + structured programmes (40 hrs) – PEClass teacher period (20 hrs) - MCEBuilding 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 OLESecondary 4*work with the Hong Kong Institute of Contemporary Culture
22Outside Normal School Hours Activity curriculum (50 hours approx.)The activity curriculum covers the activities of five domains. They areArts - Interest - Sports/PE - Leadership - Services10 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)
23The time tablePE lessonClass Teacher periodCreativity workshopProposed practice
24Extra-curricular Activities(ECA)…… Example two: St. Stephen’s Girls’ CollegeWithin Normal School HoursSecondary 4PE lessons (40 hrs) - PEAssembly / Class teacher period (40 hrs) - MCEArts Education (e.g. Music, Visual arts ……) (20 hrs) - ADReligious Education (40 hrs) - MCEOutside Normal School HoursExtra-curricular Activities(ECA)……
26More than 40 Extra-curricular Activities: Art and Photography ClubAstronomy ClubCharity CommitteeChinese SocietyChristian FellowshipCommunity Youth ClubDance ClubGirl Guides……Every student is required to participate in at least one Extra-curricular activity.OLE hours = ECA = above 150 hrs ( =405hr)
27Case Example three: An authentic plan of AD in OLE 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.LevelSubjects offeredNo. of lessons / cycleJunior SecondaryMusic + Visual Arts4 classes x 4 lessons x 3 levels = 48Senior Secondary5% Aesthetics development in OLE4 classes x 2 lessons x 3 levels = 24ElectivesMusic OR Visual Arts1 class x 4 lessons x 3 levels = 12Total: 84
29This 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.
30This 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.
31This 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.
32This 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).
33Career-related Experiences. Cheryl has been going through 3 years of senior secondary education from 2009 to 2012An example for using an e-toolAdventure ProgrammeNational ProgrammeLearning Life forWhole Person DevelopmentAcademic StudiesPhysical EducationCommunity ServiceCareer-related Experiences.
34Five Core Values: Generic Skills:e.g. Through these learning experiences, to nurture…Five Core Values:PerseveranceRespect for OthersResponsibilityNational IdentityCommitmentGeneric Skills:e.g.CommunicationCreativityCritical ThinkingCollaboration