Curriculum Leadership

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Curriculum Leadership Management Series for
NSS Workshop on Approaches Models of
Implementing School-based OLE and SLP
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Workshop on Approaches Models of Implementing
School-based OLE and SLP

• Objectives
• - To build professional capacity of OLE / SLP
  co-ordinators
• - To discuss and explore the guiding principles
  of planning school-based OLE SLP
• - To explore different considerations on the
  development of quality OLE SLP
• - To discuss briefly how to build up a reflective
  culture in school through the implementation of
  school-based OLE SLP
• - To introduce different tools that may help
  facilitating the SLP

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Leading OLELearning-centred Leadership

• Session 1

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Other Learning Experiences (OLE) and Student
Learning Profile (SLP) in New Senior Secondary
Curriculum
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Reforming the Academic Structure for Senior
Secondary Education and Higher Education -
Actions for Investing in the Future (EMB, Oct
2004)
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Other Learning Experiencessuggested time
allocation breakdown over 3 years
Minimum Hours
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) 5 135
4. Community Service (e.g. visiting elderly homes, community projects) 5 135
5. Career-related Experiences (e.g. career talks, job shadowing) 5 135
15 405
Suggested Minimum
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Do you agree that other learning experiences
should be included as a component of the
curriculum ?
Strongly Agree Agree 84
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Do you agree that the achievements,
qualifications and other learning experiences of
a student throughout the years of senior
secondary schooling should be recognised by
means of a student learning profile ? (476
schools)
Strongly Agree Agree 87
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Do you agree that universities should use broader
admission criteria, e.g. components in student
learning profile?
Strongly Agree Agree 82
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The New Academic Structure for Senior Secondary
Education and Higher Education Action Plan for
Investing in the Future of Hong Kong (EMB, May
2005)
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Understanding OLE and SLP
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Building on Strengths of Basic Education The
Whole Curriculum Framework (Coherence, Fullan)
Other Learning Experiences Moral and Civic
Education, Community Service, Aesthetic
Development, Physical Development and
Career-related Experiences (15-35)
4 Core Subjects Chinese Language English
Language Mathematics Liberal 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)
NSS
Generic Skill
Value Attitude
P1- S3
General Studies
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Other Learning Experiences(suggested time
allocation breakdown over 3 years)
Minimum Hours
1. Aesthetic Development 5 135
2. Physical Development 5 135
3. Moral and Civic Education 5 135
4. Community Service 5 135
5. Career-related Experiences 5 135
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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
Seven Core Values (e.g. Perseverance, Respect for
Others, Responsibility, National Identity,
Commitment), Caring, Integrity
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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Through these learning experiences, to nurture

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

• Seven Core Values
• Perseverance
• Respect for Others
• Responsibility
• National Identity
• Commitment
• Caring
• Integrity

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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
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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.

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Community Service Expected learning outcomes

• 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.

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Career-related Experiences 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.

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Aesthetic DevelopmentExpected learning outcomes
Learning experiences of Aesthetic Development
extend the learning of the arts at the junior
secondary level, and further

• 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.

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Physical EducationExpected 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.

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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
• 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 teachers 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..
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Flexibility- An AD Example
A school-based sustainable development on Arts
education

• It is worth noting that the suggested minimum
  time allocation is 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.

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Seven Guiding Principles of designing
school-based OLEHow to build OLE on existing
practices?
OLE aims, expected learning outcomes School
development plan
Self-check existing provisions arranged by school
(or co-organised with other bodies)
Identify strengths gaps under provision for
all as entry-points
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Quality of OLE, rather than quantity
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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.

Other OLE-related experiences
Other OLE-related experiences
The recommended hours for OLE
Other OLE-related experiences
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OLE time arrangement
Overall and flexible planning of lesson time

• 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

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Existing school practices for whole person
development
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
opportunities for students.
Leadership Training programmes
ECA / CCA activities
Student service groups
In-school Music Festival (for all)
Swimming Gala
Adventure-based activities
In-school Drama Day (for all)
LWL Day
PE lesson
Form-teacher period
Student guidance mass programmes
Sports Day
Religious Studies
Assembly
LWL lesson
Life Education period
VA lesson
Music lesson
Timetabled Career talk
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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

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A self-checking workflow of OLE time arrangement
School A using a minimum threshold approach
Mode A OLE implemented through timetabled lessons
Regular For all
Mode B OLE implemented through special days on
school calendar
For all
At this point, most schools could satisfy the OLE
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Mode C OLE implemented through specific school
policies on extra-curricular / co-curricular
activities
Wide-spread voluntary
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Existing school practices for whole person
development
Leadership Training programmes
ECA / CCA activities
Student service groups
Swimming Gala
Adventure-based activities
In-school Music Festival (for all)
In-school Drama Day (for all)
LWL Day
PE lesson
Form-teacher period
Student guidance mass programmes
Assembly
Sports Day
Religious Studies
Life Education period
LWL lesson
VA lesson
Music lesson
Timetabled Career talk
Mode A
Mode B
Mode C
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Example of the self-checking workflow
SKH 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 Total 114 hr (11.4)
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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 Creativity In-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) 162 hr (16.2) Over the suggested minimum lesson time (15 / 135 hrs)
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Example of the self-checking workflow
Pentecostal 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 Total 142 hr (14.2)
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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) 190 hr (19) Over the suggested minimum lesson time (15 / 135 hrs)
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Example of the self-checking workflow
Diocesan Girls School
(Step One - Mode A only)
(50 mins/period)
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 Total 121.6 hr (12.6)
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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 hr 20hr
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) 184.1 hr (18.4) Over the suggested minimum lesson time (15 / 135 hrs)
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OLE time planning
a minimum threshold approach Dos

• 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).

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OLE time planning

• Donts
• 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.

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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-curricular 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 contest drama appreciation, career talks workshops, community service in and/or outside school) Extended school programmes (e.g. after-school sports training workshop for all)
3 Timetabled OLE periods Special events (e.g. In-school music contest drama appreciation, career talks workshops, community service in and/or outside school) Extended school programmes (e.g. after-school sports training workshop for all)
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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.

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http//www.edb.gov.hk/cd/ole
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(No Transcript)
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OLELeadership
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R
OLE
??
Co-ordinators
????
ESPONSIBILITIES
??
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ROLES of an OLE Co-ordinator
OLE!
Promoting the importance
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ROLES of an OLE Co-ordinator
CS
Art
MCE
PE
CRE
Coherent making and Liaising different people to
work effectively
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ROLES of an OLE Co-ordinator
Transforming old things to new
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ROLES of an OLE Co-ordinator
Trying out new things and at the same time,
dropping some old ways
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ROLES of an OLE Co-ordinator
L
Monitoring quality and planning for improvement
if necessary
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Four Getting Things Started Questions

• 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?
• Does the school have any policy or measure to
  provide sufficient flexibility to those OLE
  programmes organized within and outside normal
  school hours?
• Any key players in the school needs to work with/
  alongside, to lead OLE ?
• What would be the plan (timeframe, structure and
  programme) to make this work? How do these plan
  communicate to staff?

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Getting Started Suggestion
Forming a co-ordinating Team
Auditing the existing
Filling the gaps (dos and donts)
Communication strategies (in and out of schools)
Making good use of resources partnerships
Monitoring/ celebrating the quality of programmes

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OLE Planning
????

• Forming a coordinating team
• Auditing the existing
• Filling the gaps
• Communication strategies
• Tapping the resources/ partnerships
• Monitoring the quality

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Some common Myths/ Misunderstandings about OLE
SLP
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A spectrum of different leadership styles
Level 5
Instructional
Invitational
Inclusive
Primal
Learning-centred
Distributive
Student
Transactional
Charismatic
Transformational
Democratic
Situational
Leadership
Collaborative
Authoritarian
Coercive
Heroic
Visionary
Moral
Servant
Professional
Three-D
Strategic
Principle-centred
Top-down
Bottom-up
Slightly top down
Slightly bottom up
Adapted and modified from The Leadership File
(2003), MacBeath, J
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Learning-centred Leadership in OLE
Three Learning Agendas Contexts
Student Learning
Student learning opportunities
Professional Learning
Professional learning opportunities
System Learning
System learning opportunities
School contexts
Community contexts
Policy and professional contexts
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Learning-centred Leadership

• Establishing a focus on learning
• By persistently and publicly focusing their own
  attention on learning (teaching) in OLE
• Building professional learning communities
• By nurturing work cultures that value and support
  their colleagues learning in OLE
• Engaging external environments for matter of
  learning
• By building relationships and securing resources
  from outside groups that can foster students or
  teachers learning in OLE.
• Acting strategically and sharing leadership
• By mobilizing effort along pathways that lead to
  student, professional or system learning and by
  distributing leadership across levels and
  responsibilities in OLE
• Creating coherence
• By connecting student, professional and system
  learning with one another and with learning goals
  of OLE

Anything (themes, entry points, values,
skills)that connects well with different levels?
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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

• Outcomes
• People have contribution to make
• Willing followers
• More sustainability

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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?

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OLE and SLP Clinic Reply Slip