curriculum leadership & management series for nss: workshop on approaches & models of...

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%


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%


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)


PE lessons (2 periods)

Special Days (e.g. Sport Days - whole school involvement– 2 days)

37 hr

12 hr


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)


PE lessons (2 periods) 32 hr


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)


PE lessons (2 periods)

Special Days (e.g. Sport Days - whole school involvement – 2 days; PE Day - 4 hr)

32 hr

20 hr


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


PE lessons (1 period) 30.4 hr


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


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


An Innovator

Transforming ‘old’ things to ‘new’


An Explorer

Trying out new things and at the same time, ‘dropping’ some old ways


A Learner, QC & Researcher

L

Monitoring quality and planning for improvement if necessary


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

curriculum leadership & management series for nss: workshop on approaches & models of...

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