Presentation on theme: "Other Learning Experiences (OLE ) and Student Learning Profile (SLP) in New Senior Secondary Curriculum."— Presentation transcript:
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) 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- S3 NSS Moral and Civic Education Intellectual Development Community Service Physical & Aesthetic Development 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 Development5% Physical Development5% Moral and Civic Education 5% 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 forms of experience Workplace guided visit Job shadowing School-Business partnership programme Career 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 Suggested forms of experience Structured PE lessons Sports days School Overseas Natural Environment Religious Organizations Internet Industrial and Commercial Organizations Family Social Service Organizations and Groups Peer Mass Media Physical Development Aesthetic Development Moral and Civic Education Career-related Experiences Community Service Generic Skills (e.g. Creativity, Collaboration skills, etc.) Five Core Values (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 Building Lifelong Capacities To develop career aspirations and positive work ethics
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)Students 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 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 DatabankA web-based learning resource -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 lesson timetable OLE entitlements mean everyone have to participate the same 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 = = 150 hours ( = 405 hr)
PE lessonClass 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. Stephens Girls College Extra-curricular Activities(ECA)…… Outside Normal School Hours Secondary 4
PE Lessons RE Lessons Music Lesson Assembly
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)
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 LevelSubjects offeredNo. of lessons / cycle Junior Secondary Music + Visual Arts4 classes x 4 lessons x 3 levels = 48 Senior Secondary 5% Aesthetics development in OLE 4 classes x 2 lessons x 3 levels = 24 ElectivesMusic OR Visual Arts1 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 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 Adventure Programme Academic StudiesPhysical EducationCommunity Service National Programme Career-related Experiences. Learning Life for Whole 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…