Other Learning Experiences OLE

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Other Learning Experiences (OLE) and Student
Learning Profile (SLP) in New Senior Secondary
Curriculum
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Major principles of OLE SLP will be included in
the Senior Secondary Curriculum Guide (firstly in
web-version) in 2006
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Building on Strengths of Basic Education The
Whole Curriculum Framework (Coherence, Fullan)
4 Core Subjects Chinese Language, English
Language, Mathematics, Liberal Studies (45-55)
NSS
Generic Skill
Value Attitude
P1- S3
General Studies
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Proposed NSS Curriculum
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Other Learning Experiences(suggested time
allocation breakdown over 3 years)
Minimum Hours
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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..
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• 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
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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

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The Conceptual Framework of Other Learning
Experiences in New Senior Secondary Curriculum
School
Mass Media
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
Overseas
Peer
Aesthetic Development
Moral and Civic Education
To become active, informed and responsible
citizens
To develop career aspirations and positive work
ethics
Five Core Values (e.g. Perseverance, Respect for
Others, Responsibility, National Identity,
Commitment)
Generic Skills (e.g. Creativity,Collaborationski
lls, etc.)
BuildingLifelongCapacities
To adopt a healthy living style
Social Service Organizations and Groups
To respect for plural values
Natural Environment
Suggested forms of experience ? Workplace guided
visit ? Job shadowing ? School-Business
partnership programme ? Career talks ? Project
learning on future careers
Physical Development
Career-related Experiences
Suggested forms of experience ? Structured PE
lessons ? Sports days
Community Service
Family
Religious Organizations
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
Industrial and Commercial Organizations
Internet
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Seven Guiding Principles of Designing
School-based OLE
School-based Models
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Senior Secondary Student Learning Profile (SLP)
A key to future success Students telling their
own stories
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Every student is encouraged to build a Senior
Secondary Student Learning Profile
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What would be in the SLP? e.g.

• Personal Particulars of the student
• School internal results (i.e. from school report
  cards)
• Some basic information of Other Learning
  Experiences
• List of major awards and achievements gained
• Students Self-Account (optional)

Basic information
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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

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Other Learning Experiences
Student Learning Profile (e.g.)

• Aesthetic Development
• Physical Development
• Moral Civic Education
• Community Service
• Career-related Experiences

• Participation
• Achievements
• Reflections
• Attributes and Capabilities

Very Basic Information
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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
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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 ..

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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

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Way Forward

• 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

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Some common Myths/ Misunderstandings about OLE
SLP
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Example one PLK 1983 Board of Directors College

• 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

Secondary 4
work with the Hong Kong Institute of
 Contemporary Culture
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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
(150150105 405 hr)
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The time table
PE lesson
Class Teacher period
Creativity workshop
Proposed practice
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Example two St. Stephens 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) - AD
• Religious Education (40 hrs) - MCE

Outside Normal School Hours
Extra-curricular Activities(ECA)
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Assembly
Music Lesson
PE Lessons
RE Lessons
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• 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 (150150105405hr)
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Case 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.

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Existing Curricular Arrangement approaches
High Structure
Event-based Approach
Curriculum-based Approach
OLE Programmes
Low Pre-defined Content
High Pre-defined Content
Activity-based Approach
Project-based Approach
Low Structure
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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.
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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.
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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.
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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).
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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.
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Through these learning experiences, to nurture

• Five Core Values
• Perseverance
• Respect for Others
• Responsibility
• National Identity
• Commitment

• Generic Skillse.g.
• Communication
• Creativity
• Critical Thinking
• Collaboration