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Curriculum Leadership & Management Series for NSS:
Workshop on Approaches & Models of Implementing School-based OLE and SLP
Workshop on Approaches & Models of Implementing School-based OLE and SLP
Objectives:- To build professional capacity of OLE / SLP co-ordi
nators- To discuss and explore the guiding principles of pl
anning school-based OLE & SLP- To explore different considerations on the develop
ment of quality OLE & SLP- To discuss briefly how to build up a reflective cultu
re in school through the implementation of school-based OLE & SLP
- To introduce different tools that may help facilitating the SLP
Leading OLELearning-centred Leadership
Session 1
Other Learning Experiences (OLE)
and
Student Learning Profile (SLP)
in
New Senior Secondary Curriculum
源起篇
Reforming the Academic Structure forSenior Secondary Education and Higher Education
- Actions for Investing in the Future (EMB, Oct 2004)
Other Learning Experiencessuggested time allocation breakdown over 3 years
1. Aesthetic Development (e.g. music lessons, art performance)
5% 135
2. Physical Development (e.g. P.E. lessons, sports)
5% 135
3. Moral and Civic Education (e.g. form tutor lessons, religious education periods)
5% 1354. Community Service (e.g. visiting elderly homes, community projects)
5. Career-related Experiences (e.g. career talks, job shadowing)
Minimum Hours
15% 405Suggested Minimum
Do you agree that other learning experiences
should be included as a component of the curriculum ?
Agree, 63%
No Opinion,9%
StronglyAgree, 21%
StronglyDisagree, 1%
Disagree, 6%
Strongly Agree + Agree = 84 %
Do you agree that the achievements, qualifications and other learning experiences of a student throughout the years of senior secondary schoo
ling should be recognised by means of a student learning profi
le ? (476 schools)
Agree, 69%
Strongly Disagree,
1%
Strongly Agree,
18%
Disagree, 4% No Opinion, 8%
Strongly Agree + Agree = 87 %
Do you agree that universities should use broader admission criteria, e.g.
components in student learning profile?
Agree, 61%
No Opinion,12%
StronglyAgree, 21%
Disagree, 6%
StronglyDisagree, 0%
Strongly Agree + Agree = 82 %
The New Academic Structure for Senior Secondary Education and Higher
Education – Action Plan for Investing in the Future of Hong Kong
(EMB, May 2005)
Understanding OLE and SLP
解碼
Value &Attitude
Generic Skill
Building on Strengths of Basic Education: The Whole Curriculum Framework (Coherence,
Fullan)
P1- S3
NSS
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
4 Core Subjects
Chinese LanguageEnglish Language
MathematicsLiberal Studies
(45-55%)
2 or 3 Elective Subjects
2 or 3 subjects chosen from NSS elective subjects, or from Applied
Learning and/or other language courses
(20-30%)
Other Learning Experiences Moral and Civic
Education, Community Service, Aesthetic
Development, Physical Development and Career-
related Experiences (15-35%)
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
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.)
Seven CoreValues
(e.g. Perseverance, Respect for
Others, Responsibility, National Identity, Commitment), Caring,
& Integrity
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 Core Values:• Perseverance• Respect for Others• Responsibility• National Identity• Commitment• Caring• Integrity
Generic Skills:e.g. • Communication• Creativity• Critical Thinking• Collaboration
Through these learning experiences, to nurture…
Other Learning Experiences (OLE) AIM - To facilitate whole person development of
students as lifelong learners with a focus on sustainable capacities, NOT about meeting the time requirements or counting OLE hours.
“Other Learning Experiences: What is it about?”
Expected learning outcomes of specific OLE components
Moral and Civic Education: Expected learning outcomes
To develop and exemplify positive values and attitudes when dealing with personal and social issues pertinent to the development of adulthood;
To identity the moral and civic values embedded in personal and social dilemmas, and to make rational judgment and take proper actions with reference to their personal principles as well as the social norms;
To become “informed”, “sensible” and “responsible” citizens who would care for others, develop a sense of identity and commitment to the society and the nation, and show concern on world issues.
To identify and reflect on various social issues / concerns encountered in Community Service experiences;
To develop positive attitudes (e.g. respect and caring for others, social responsibility) and related generic skills (e.g. collaboration) to prepare for future voluntary service involvement;
To nurture lifelong interest and habits in Community Service.
Community Service: Expected learning outcomes
To enhance up-to-date knowledge about “the world of work”;
To acquire knowledge related to employability, in order to encourage personal career planning and development;
To reflect on work ethics, and employers’ expectations in the current labour market.
Career-related Experiences: Expected learning outcomes
Aesthetic Development:Expected learning outcomes
develop students’ creativity, aesthetic sensitivity and arts appraising ability;
cultivate students’ attitude of respecting different values and cultures;
cultivate students’ lifelong interest in the arts.
Learning experiences of Aesthetic Development extend the learning of the arts at the junior secondary level, and further:
Physical Education:Expected learning outcomes
To refine the skills learnt and acquire skills of novel physical activities, and participate actively and regularly in at least one PE-related co-curricular activity;
To analyse physical movement and evaluate the effectiveness of a health-related fitness programme;
To take the role of sports leader or junior coach in school and the community, and to demonstrate responsibility and leadership.
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:
• Aesthetic Development and Physical Development could be largely implemented in the form of structured lessons, which are already available in many schools. They should NOT be implemented merely through co-curricular/ extra-curricular activities or one-off special school days.
• Moral and Civic Education is commonly provided in class teacher’s periods or the assemblies, specifically assigned lessons and other outside class events to develop positive values..
• Career-related Experiences and Community Service could be arranged after school, during post-examination period, on weekends or during school holidays if required.
School examples…..
Flexibility- An AD Example• It is worth noting that the & suggested minimum time allocation * i
s to provide schools with guidance in planning and implementing OLE, in terms of curriculum time.
• Schools could implement Aesthetic Development (AD) in accordance with their own situation. The best way to deliver AD is to provide students with structured learning sessions, which are complemented with authentic arts activities outside the classroom. e.g. structured learning sessions - music and/or visual art lessons, seasonal structured arts programmes, structured arts learning days.
• e.g. authentic arts activities- extra-curricular/co-curricular activities and interest groups.
• However, the ratio between structured learning sessions and the related activities need not be rigid. What is more important is that schools should provide quality arts learning opportunities for their students.
A school-based
sustainable
development on Arts
education
Seven Guiding Principles of designing school-based OLE:
How to build OLE on existing practices?
Self-check existing provisions arranged by school (or co-organised with other bo
dies)
OLE aims, expected learning
outcomes & School development plan
Identify strengths & gaps under
“provision for all” as entry-points
Quality of OLE, rather than quantity
OLE time planning & arrangement
The recommended hours for OLE: only a reference point to ensure sufficient opportunities for whole person development of students.
Student engagement and fitness to specific OLE expected outcomes should be examined as priority in time planning.
Therecommended
hoursfor OLE
Other OLE-relatedexperiences
Other OLE-related
experiencesOther
OLE-re
late
d
exper
ience
s
OLE time arrangement
OLE arranged by school (or co-organised with other bodies):
within and outside normal school hours.
during time-tabled and/or non-time-tabled learning time
Overall and flexible planning of lesson time
PE lesson
Musiclesson
Form-teacherperiod
Assembly
VA lesson
TimetabledCareer talk
Sports Day
In-school
Music Festival
(for all)
SwimmingGala
ReligiousStudies
In-schoolDramaDay (for all)
Stu
dent
gui
danc
e
mas
s pr
ogra
mm
es
Leadership
Training
programmes
ECA / CCAactivities
Adventure
-based
activiti
es
Studentservicegroups
Existing school practices for whole person development
LWL Day
LWLlesson
How can I make sure that my school has met the OLE time
requirement?
I need to self-check the existing practices. By doing so, I can ensure sufficient OLE opportu
nities for students.
LifeEducation
period
HOW?
A self-checking workflow
of OLE time arrangement
- Time% as reference
- Counting only those arranged for all and best fit specific OLE expected outcomes
- Minimum Threshold Approach
School A using a ‘minimum threshold approach’
Mode A: OLE implemented through timetabled lessons
Mode B: OLE implemented through special days on school calendar
Mode C: OLE implemented through specific school policies on extra-curricular / co-c
urricular activities
Regular & ‘For all’
‘For all’
Wide-spread & voluntary
At this point, most schools could satisfy
the OLE 15%
A self-checking workflow of OLE time arrangement
PE lesson
Musiclesson
Form-teacherperiodAssembly
VA
lesson
TimetabledCareer talk
Sports Day
In-school
Music Festival
(for all)
SwimmingGala
Religious
Studies
In-schoolDramaDay (for all)
Stu
dent
gui
danc
e
mas
s pr
ogra
mm
es
Leadership
Training
programmes
ECA / CCAactivities
Adventure
-based
activiti
es
Studentservicegroups
Existing school practices for whole person development
LWL Day
LWLlesson
Mode A
Mode B
Mode C
LifeEducation
period
Example of the self-checking workflowSKH Kei Hau Secondary School (Step One - Mode A only)
Physical Development
PE lessons (2 periods) 37 hr
Aesthetic Development
Music lesson (1 period) 19 hr
MCE, CS, CRE Morning assembly (4 half periods); Assembly (1 period); Religious Studies/ Class teacher period (1 period)
58 hr
Total 114 hr (11.4%)
SKH Kei Hau Secondary School (Step Two - Mode A & B)
Physical Development
PE lessons (2 periods)
Special Days (e.g. Sport Days - whole school involvement– 2 days)
37 hr
12 hr
Aesthetic Development
Music lesson (1 period)
3 half-day programmes for Arts & CreativityIn-school Music Festival (for all)In-school drama performance & competition (for all)
19 hr
9 hr 8 hr 9 hr
MCE, CS, CRE
Morning assembly (4 half periods; Assembly (1 period); Religious Studies/ Class teacher period (1 period)
+ CRE & CS activities (e.g. career talks, visits to universities, and service-learning activities at community centres and/or natural environment) for all students
58 hr
10 hr
Total 162 hr (16.2%)Over the suggested minimum lesson time (15% / 135 hrs)
Example of the self-checking workflowPentecostal Lam Hon Kwong School (Step One - Mode A only)
Physical Development
PE lessons (2 periods) 32 hr
Aesthetic Development
AD lessons (2 periods)
Choices on various art forms (e.g. drama and music) are provided for students.
32 hr
MCE, CS, CRE
Class teacher periods (5 periods/cycle) covering programmes on MCE, religious education, career guidance, and activities to facilitate students to build their Student Learning Profile; Assembly (1 hr/cycle)
78 hr
Total 142 hr (14.2%)
Pentecostal Lam Hon Kwong School (Step Two - Mode A & B)
Physical Development
PE lessons (2 periods)
Special Days (e.g. Sport Days - whole school involvement – 2 days; PE Day - 4 hr)
32 hr
20 hr
Aesthetic Development
AD lessons (2 periods)
In-school music competition (for all)AD Assembly (e.g. talks on drama and media arts; music & drama appreciation)
32 hr
6 hr 6 hr
MCE, CS, CRE
Class teacher periods (5 periods/cycle; covering programmes on MCE, religious education, career guidance, and activities to facilitate students to build their Student Learning Profile); Assembly (1 hr/cycle)
+ Community Service and specific CRE programmes (e.g. career talks)
78 hr
16 hr
Total 190 hr (19%)Over the suggested minimum lesson time (15% / 135 hrs)
Example of the self-checking workflowDiocesan Girls’ School
Physical Development
PE lessons (1 period) 30.4 hr
Aesthetic Development
AD lesson (drama, visual arts and music) (1 period)
30.4 hr
MCE, CS, CRE
Class teacher period (1 period)
Religions Education lesson (1 period)
60.8 hr
Total 121.6 hr (12.6%)
(Step One - Mode A only)(50 mins/period)
Diocesan Girls’ School (Step Two - Mode A & B)Physical Development
PE lessons (1 period)
Annual Inter-house swimming gala and athletics meet
30.4 hr
20 hr
Aesthetic Development
AD lesson (drama, visual arts and music) (1 period)
Appreciation project in drama
Annual functions in AD (e.g. annual variety show, annual whole-school hymn practice, Easter concert, Dance and Music Festivals)
30.4 hr
5 hr20hr
MCE, CS, CRE
Class teacher period with programmes on MCE, CS and CRE (1 period) Religions Education lesson (1 period)
Annual functions in MCE, CS and CRE (e.g. Career talks, the Harvest Festival, Lenten Box, Famine Lunch, the Flag-raising ceremony, Mini Bazaar and a whole-school charity project to support communities in need)
30.4 hr
30.4 hr
17.5 hr
Total 184.1 hr (18.4%)Over the suggested minimum lesson time (15% / 135 hrs)
OLE time planninga ‘minimum threshold approach’
“Do”s
• There is usually no need to go into Mode C.
• Schools should plan Mode C effectively to ensure sufficient range of opportunities for students to extend their interests and learning.
•Consider school policies to ensure coverage of OLE (e.g. CS) of individual students (i.e. provisions for all, e.g. different service programmes under Community Service).
OLE time planning
“Don’t”s
• Schools should not consider using Mode C, in replacement of allocating OLE time into timetable and calendar.
• Do not fit events/ days just for the sake of meeting up OLE time requirements.
OLE time arrangement: Existing school strategies when applying the self-checking workflow in ‘OLE Clinic’
Mode A:
Timetabled lessons
Mode B:
Special days/events
Mode C: Extra-curricular / Co-curr
icular activities
1 Regular lessons(e.g. PE lessons, Music
lessons, Form-teacher periods)
Special Days(e.g. OLE Day, Sports
Day, AD Day, PD Games Day, Service
Learning Day)
School policy(e.g. ‘one student one
service’ policy)
2 Flexible arrangements within respective OLE component to enrich
experiences (e.g. lesson swapping, group swapping)
Special events(e.g. In-school music co
ntest & drama appreciation, career talks & workshops,
community service in and/or outside school)
Extended school programmes
(e.g. after-school sports training workshop for a
ll)
3 Timetabled OLE periods
Initiative of OLE Clinic
Since July 2008: More than 50 schools (including Seed Schools and OLE network schools) have sent us their OLE school plans using the “minimum threshold approach” after briefing.
Meetings with individual schools (on optional basis) were arranged to explore feasible strategies (“OLE Clinic”).
“OLE Time Arrangement Database” has been uploaded on web for schools’ reference.
http://www.edb.gov.hk/cd/ole
OLELeadership
Co-ordinators
統籌工作
OLE!
ROLES of an OLE Co-ordinator
An advocate
Promoting the importance
A conductor
ArtPE
MCE CS
CRE
Coherent making and Liaising different people to work effectively
ROLES of an OLE Co-ordinator
An Innovator
Transforming ‘old’ things to ‘new’
ROLES of an OLE Co-ordinator
An Explorer
Trying out new things and at the same time, ‘dropping’ some old ways
ROLES of an OLE Co-ordinator
A Learner, QC & Researcher
L
Monitoring quality and planning for improvement if necessary
ROLES of an OLE Co-ordinator
Four ‘Getting Things Started’ Questions
1. What are the existing practices that have already met the OLE requirements? What are the ‘gaps’ and areas that need future development? What would be approach to fill these gaps?
2. Does the school have any policy or measure to provide sufficient flexibility to those OLE programmes organized within and outside normal school hours?
3. Any key players in the school needs to work with/ alongside, to lead OLE ?
4. What would be the plan (timeframe, structure and programme) to make this work? How do these plan communicate to staff?
e.g. Audit
e.g. Control measures
e.g.Collaboration
e.g. Action plan
Forming a co-ordinating Team
Auditing the existing
Filling the gaps (‘do’s and ’don’t’s)
Communication strategies (in and out of schools)
Making good use of resources & partnerships
Monitoring/ celebrating the quality of programmes
A Learner, QC & Researcher
…
A ConductorAn Advocate
An Innovator
An Explorer
‘Getting Started’
Suggestion
陽曆: 十月三十一日星期二
陰曆: 九月初十 癸巳水觜危日
生肖相沖: 豬
宜: 嫁娶、納采、移徙、赴任、動土、上樑、安床、栽
種
忌: 詞訟、遠行
十二時辰吉凶: 子吉、丑中、寅中、 卯吉、辰凶、巳吉、 午中、未
凶、申吉、 酉中、戌吉、亥凶
喜神: 東南
財神:
正南
鶴神: 在天
空亡: 未亥
OLE Planning
•Forming a coordinating team
•Auditing the existing
•Filling the gaps
•Communication strategies
•Tapping the resources/ partnerships
•Monitoring the quality
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
SLP requires reflection or portfolio
Meeting hours requirement is all we need in OLE
Heroic
Charismatic
Authoritarian
Transformational
Primal
Strategic
Transactional
Situational
Coercive
Visionary MoralProfessional
Principle-centred
“Three-D”
“Level 5”
Inclusive Invitational
Collaborative
Instructional
Student
Learning-centred
Servant
Democratic
Bottom-upTop-down
Leadership
Distributive
Slightly ‘top down’
Slightly ‘bottom up’
A spectrum of different leadership styles
Adapted and modified from ‘The Leadership File’ (2003), MacBeath, J
Professional Learning
System Learning
Student Learning
School contexts
Community contextsPolicy and professional
contexts
Learning-centred Leadership in OLE: Three Learning Agendas & Contexts
Learning-centred Leadership Establishing a focus on learningBy persistently and publicly focusing their own attention on learning (teaching) in OLE Building professional learning communitiesBy nurturing work cultures that value and support their colleagues’ learning in OLE Engaging external environments for matter of learningBy building relationships and securing resources from outside groups that can foster
students’ or teachers’ learning in OLE. Acting strategically and sharing leadershipBy mobilizing effort along pathways that lead to student, professional or system
learning and by distributing leadership across levels and responsibilities in OLE Creating coherenceBy connecting student, professional and system learning with one another and with
learning goals of OLE
How could this programme be improved?
Sharing reflection?
‘What have I learned in this OLE activity?’
Students & teachers
Networks, agencies, groups, parents, …
Helps learning in OLEAny systemic change needed to improve OLE?
‘Anything (themes, entry points, values, skills)that
connects well with different levels?
Distributed Leadership More than shared leadership or delegation Involves formal and informal leaders Web of leaders; connected leadership It is interaction that matter; not roles and positions
‘Leader-ful Community’‘Leader-ful Organisation’
Outcomes:
• People have contribution to make
• Willing followers
• More sustainability
LCL in practice: reflection questions of OLE
What would be the guiding principles in designing/ planning my school-based OLE?
Any possible approaches and models that I could learn from the ‘external world’?
How could I go from here to there? What are certain and what are still uncertain? What sort of things the school should do it anyway?
Do my colleagues know what I know? How could I share with them?
OLE and SLP ClinicReply Slip