Other Learning Experiences, Student

Learning Profiles and e-Portfolios

Stephen Yip

Chief Curriculum Development Officer, EDB, HKSAR

Value &Attitude

Generic Skill

New Senior Secondary & Basic Education Curriculum Framework

4 Core Subjects: Chinese

Language,English Language,

Mathematics,Liberal Studies

4 Core Subjects: Chinese

Language,English Language,

Mathematics,Liberal Studies

2-3 Elective Subjects out of 20 subjects or out of courses in career-oriented studies

2-3 Elective Subjects out of 20 subjects or out of courses in career-oriented studies

Other/ Essential Learning

Experiences including moral and civic education,

community service, aesthetic and physical experiences and work-related experiences (e.g.

job attachment)

Other/ Essential Learning

Experiences including moral and civic education,

community service, aesthetic and physical experiences and work-related experiences (e.g.

job attachment)

P1- S3

NSS

General Studies

Student Learning Profile (SLP)For Senior Secondary

Student Learning Profile (SLP)For Senior Secondary

A key to future success……

‘Students telling their own stories’

Reflects a fuller picture of a student’s whole-person development

To motivate learning and engagement To ‘recognise’ non-academic achieveme

nts To give employers and higher education ins

titutions a more complete picture of the individual and his/her achievements if required

Aims of the SLP:

What could be in the SLP?

1) Personal Particulars of the student

2) Academic performance in school (i.e. from school report cards)

3) Information of Other Learning Experiences

4) Participation and awards gained outside schools (if appropriate)

5) ‘Student’s Self-Account’ (if appropriate)

Basic & Concise

informationSchool-based

design and processBuilding on existing Practice

e.g.

Will SLP be considered in university admission?

Universities will consider taking account in their selection a broader range of

information about student achievements in different areas and provide students the

opportunity to demonstrate that they possess the range of competencies and personal qualities that they will need to benefit from undergraduate education.

Schools will assist students to develop SLP to provide comprehensive information about students’ performance in different areas and

hence SLP has good reference value to universities.

Turning experience into learning, but insufficient student ownership

Tendency to compliance mentality

Student Ownership, but not learning-focused

Self-regulated learning

Four Starting Strategies adopted by Seed Schools in the case study

Teacher-driven, recording-oriented approach

Teacher-driven, reflection-oriented approach

Student-led, recording-oriented approach

Student-led, reflection-oriented approach

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Educational value; high sustainability

Teacher led, reflection orientated

Student led, recording orientated

Student led, reflection orientated

e.g. Portfolios, e-

portfolios

e.g. data management

systems

e.g. Activities/ MI Log, award

scheme

e.g. class tutor

approaches

SLP school-based

approaches

SLP school-based

approachesTeacher led, recording orientated

Some highlighted features of “My Learning Profile”

A ‘Seed’ Project of 12 Schools

• Provision of teacher-driven / student-led models for selection (Flexible)

• Use of blog for students’ presentation (Personalization)

• Provision of guided reflective questions and learning tools to facilitate development of reflective culture in schools (Reflective habits of mind)

Student’s Blog

Guided Reflective Questions

Learning Tools