其他學習經歷

有關課時安排

有關範疇分類

有關推行模式

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其他學習經歷

有關課時安排

問1︰根據最新的課時安排建議,學校如何分配「其他學習經歷」五個範疇內的課時比例?

答1︰「其他學習經歷」的五個範疇的課時比例安排,建議由學校按其校本情況及專業判斷自行決定。然而,學校領導人及教師在規劃校本「其他學習經歷」課程時,仍應參考《高中課程指引第5A冊》所提及的主導原則及推行模式(例如:以學生為本及考慮學生參與機會的原則,推行有組織的藝術學習時段是推行藝術發展的重要模式;規劃在時間表中的體育課應是體育發展的主要部分等),均衡發展五個範疇。此外,學校應將課堂以內及以外的學習時間一併考慮在規劃「其他學習經歷」整體課時內,以便作出全面的規劃。 (至頁頂 )

2︰ 目前大部分學校已提供不少於15%的課時,以推展「其他學習經歷」。教育局的新建議,是否鼓勵學校減少發展學生全人教育的機會?

2︰「其他學習經歷」的目的在促進全人發展,在「重質不重量」的原則下,強調優質化的學習。我們深信,堅守「有反思才有學習」的原則,比「充塞時數、為做而做」的活動更能有效地促進學生的全人發展。

最新的建議有助學校因應學生的發展需要,設定合適的課時比例,使學生有更大空間發展其他比賽/活動的經驗和成就,發揮所長,爭取理想表現。 (至頁頂 )

3︰ 如以校本自決方法安排「其他學習經歷」的五個範疇的課時比例,學校可否刪減部分體育課堂?

3︰在進行校本課程的檢討和修訂時,學校應建基在現有的優勢,持續發展「其他學習經歷」的五個範疇。

根據《基礎教育課程指引》(2002),在推行德、智、體、群、美五育的全人發展及終身學習的大前提下,體育成為學校課程中八個學習領域及五種基要的學習經歷之一。因此,在《體育學習領域課程指引(小一至中三)》(2002)*及《體育學習領域課程及評估指引(中四至中六)》(2007)^中,也列明學校課程應包含不少於5%的體育課。有見及此,學校應提供適切及足夠的體育課堂,以培育學生在體育方面的發展。

* 請參考《體育學習領域課程指引(小一至中三)》11.2 <體育學習領域在學校課程的定位>
^ 請參考《體育學習領域高中課程及評估指引(中四至中六)》
11.1 <背景> (至頁頂 )

4︰ 有關「其他學習經歷」的課時修訂建議,會否對有心發展「全人教育」的學校不利,使他們在公開考試的壓力及不同持分者的多元意見下,難有空間推行「全人教育」?

4︰富彈性的時數建議是希望能更配合學校校情及發展需要,以訂定適切的校本規劃,使學校可透過不同的活動和課程,推行優質化的「其他學習經歷」活動,達到「全人教育」的目標。

「全人教育」是整個課程發展的核心,也應是社會及家長期望的教育成果之一,故我們相信持分者皆支持學校推行全人教育。只要學校與持分者有充份的溝通,平衡各方面的期望與需要,最終必能讓學生成為最大的得益者。 (至頁頂 )

5︰ 在重質不重量的前提下,學校可否根據校情及學生的需要,把「其他學習經歷」課時比例降低至10%以下?

5︰學校在推行「其他學習經歷」時,應如安排其他新高中課程的組成部分一樣,給予合理的資源和教學時間,才能達到「全人發展」的課程目標。

根據我們的初步數據顯示,學校在規劃「其他學習經歷」時,單在時間表內(如體育課、音樂課、德育/宗教課)的平均時數已達總課時的12%,故現時建議的10 – 15%課時比例,應該符合學校的實際情況。 (至頁頂 )

6︰ 以10%最少「其他學習經歷」課時安排建議作基礎,體育課課程已佔了不少於5%的課時,在剩餘的5%課時安排,學校如何能有效地推行其他四項「其他學習經歷」範疇?

6︰每間學校的校情都各有不同,10%的「其他學習經歷」課時只是最低要求,學校應建基於現有的優勢和經驗,推行行之有效的「其他學習經歷」,以促進學生的全人發展。

在落實課時安排方面,學校應整體及靈活地規畫三年高中課程中「其他學習經歷」的課時,學校除了上課時間表以內的課時規劃外,更應有效善用上課時間表以外的學習時間,為學生設計及推行多元化的「其他學習經歷」活動。

在推行「其他學習經歷」時,其中一項最重要的主導原則為「重質不重量」,首要是為學生提供優質的學習經歷;學校應為學生設計及推行有組織及有意義的學習經歷,配合深入的反思,讓經歷轉化為學習,深化及鞏固學生所學,持續發展優質化的「其他學習經歷」。 (至頁頂 )

7︰在「其他學習經歷」佔總課時的10%至15%的安排中,各個組成部分所佔的課時比率是否設有上限或下限?

7︰學校須確保學生在新高中課程架構下有機會接觸五個範疇所需的學習經驗,以達致均衡的全人發展這個課程目標。我們沒有為「其他學習經歷」(佔總課時「10%至15%」)的各個組成部分設定百分比上限。 (至頁頂 )

8:按照目前的情況,我們學校在時間表中加入「其他學習經歷」覺得困難重重,也難以檢討用於「其他學習經歷」的時間總數。可否建議任何可行的策略以符合這項規定?

8:部份教師或會因「舊有觀念」而擔心新高中課程架構的各個方面未必可行。基於這種看法,他們會認為難以擠出時間,去達成「其他學習經歷」所建議編配的時間。然而,在新高中這個情況下,由於4個核心科目另加2至3個選修科目僅佔課時總數的65-85%,新高中課程架構已為「其他學習經歷」預留足夠空間,因此,在學校時間表內加入「其他學習經歷」所建議編配的時間是可行的。在眾多可能用以檢視「其他學習經歷」時間的策略和計算方法之中,我們建議學校採用「基線模式」。這方式強調只要達至基線 (即課程時間的10%),便無需仔細計算學生用於所有「其他學習經歷」(如課外/聯課活動)的實際時間。(至頁頂 )

9:在時間表內為「其他學習經歷」編配時間,會否對學生學習核心科目和選修科目造成不良影響?

9:為學生的發展著想,學校值得編配時間在「其他學習經歷」上。根據過往外地及本地的研究顯示,這些「其他學習經歷」不但能幫助學生的全人發展,而且對他們的學習態度及學業成績皆產生正面影響。某程度上,「其他學習經歷」的確能為學生締造了一個「與一般學科不同」的學習空間,讓學生在沒有太大壓力的情況之下,享受體驗學習的樂趣,鼓勵反思,催化積極和活躍的學習態度,「轉過來」幫助學生提升學業表現。儘管許多人慣常認為兩者(學科學習與「其他學習經歷」)是互不關連,但設計完善的「其他學習經歷」可能更能改善學生對學習和學校的態度,因而提升科目的課堂學習及培養思考及共通能力。因此在時間編配上,「其他學習經歷」與科目之間應該不會出現任何衝突,並且應是「相輔相成」。 (至頁頂 )

10:學生是否需要自己計算「其他學習經歷」的時數?

10:學校已規劃了「其他學習經歷」的時間和學習內容,學生並不需要為自己計算時數或安排「其他學習經歷」,也不需要提交「其他學習經歷」時數,學校在規劃時,已考慮時數安排,學校會負責規劃足夠的學習機會(10%-15%的課程)。

大部分的「其他學習經歷」都是在課堂時間進行的(如體育課、 音樂課、 班主任課、周會等),有部分學校,除了提供全級性的「其他學習經歷」項目,也會為學生提供增潤項目,如不同的課外活動,學生可根據自己的興趣選擇這些「其他學習經歷」項目。
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有關範疇分類

11︰ 在容許彈性調配「其他學習經歷」的課時安排的情況下,如何確保學生在五個範疇內皆能得到均衡的發展機會?

11︰學校領導人及教師在規劃校本「其他學習經歷」時,應參考《高中課程指引第5A冊》所提及的七項主導原則,並建基於現有的優勢,配合學校實際需要,調適原有的安排,致力為學生提供寬廣而均衡的課程,以免忽略「其他學習經歷」的五個範疇的任何一項。 (至頁頂 )

12︰「主要學習領域」的活動可視作「其他學習經歷」嗎?

12︰一些「主要學習領域」的延伸活動可視作「其他學習經歷」,這須視乎活動的內容和目的,以及能否達到「其他學習經歷」中五個範疇的預期成果而定。「其他學習經歷」的預期成果是讓學生建立終身能力,使他們︰

-成為積極、有識見和負責任的公民;
-尊重多元價值觀(包括藝術欣賞);
-建立健康的生活模式;以及
-發展對事業的抱負和正面的道德標準。

但是,不適宜把「校本評核」的活動算入「其他學習經歷」內。教師應利用專業判斷,就「其他學習經歷」為學生籌辦合適而有意義的 項目或活動,以協助他們培養「德、智、體、群、美」五種傳統美德。在促進全人發展的過程中,這些經驗的質素畢竟是最為重要的。(至頁頂 )

13:修讀應用學習,選修體育、藝術教育科目、倫理及宗教科會否視作「其他學習經歷」的一部分?

13。當學生修讀倫理及宗教科、體育科、藝術教育的科目及/或應用學習,只要是有考慮到知識與技能(認知),價值觀及態度(情意),其學習經歷可以計入「其他學習經歷」中的有關範疇。如:若學生以倫理及宗教科為選修科,他已符合「其他學習經歷」中德育及公民教育的所需條件。他便可以多分配時間參與其他的OLE範疇的活動。(至頁頂)

14:在學校服務會否視為社會服務?

14:社會服務的目的,是讓學生獲取服務他人的經驗和培養責任感。學校本身是一個社會,如校內為學生提供服務機會,或讓他們為區內小學及幼稚園服務,學生便可達到同樣的目標。然而,高中學生理想的社會服務不應只局限在學校內進行,如合適的話,可擴展至校外,讓學生建立終身服務的能力,使能在畢業後繼續義務服務社群。 (至頁頂 )

15:如學生參加的活動並非由學校舉辦(例如私人鋼琴教授班),該活動會否視為「其他學習經歷」?

15:不會。嚴格來說,「其他學習經歷」是指在新高中課程架構下,由學校舉辦或確認的項目,而「其他學習經歷」約佔總課時的10%或以上,目的是確保學生在新高中課程內有全人發展機會。但是,學校可讓學生在學習概覽內,安排獨立的位置記錄他們在校外所參與的項目、獎項及成就。 (至頁頂 )

16:學生在校外自行參加或安排的活動是不是「其他學習經歷」?

16:不是。「其他學習經歷」是學校為高中學生舉辦或認可的項目。學生在校外自行參與的活動不算入「其他學習經歷」的課程時間內,但他們在校外的經歷可記錄在「學生學習概覽」內。

學校不須確認學生在校外的參與資料,如有需要時,學生將會向相關人仕提供證明。

若家長認為有個別需要,在「重質不重量」的大原則下,亦可自行為子女安排其他的學習活動,增潤他們在課程中所獲得的學習經歷。最重要的是,家長不應以為花費愈多的項目便會有較大的學習成效。
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有關推行模式

17︰推行「其他學習經歷」有什麼可行模式?

17︰學校在策劃「其他學習經歷」時,應致力就各個組成範疇取得適當平衡,並提供多元模式的「其他學習經歷」機會,例如安排課後/星期六的學習時間表、課堂以外的活動、生命/環境/藝術/創意教育等專題研習計劃、綜合學習日及課後活動等,以補足體育發展/藝術發展/德育及公民教育的課堂學習。部分學校或會安排綜合性質的活動項目,讓學生同時獲得不同的「其他學習經歷」,而非局限某些活動只提供某個範疇的學習經歷。 (至頁頂 )

18︰如何建基於現有的實踐經驗/優勢,以落實藝術發展 ?

18︰學校可採用不同模式推行「藝術發展」。為延續基礎教育的藝術學習和進一步發展學生的創意、審美能力和藝術的評賞能力,學校應基於校本的藝術教育實踐經驗和優勢,彈性地採用不同的施行模式,從而為學生提供高質素的藝術學習經驗。值得注意的是,所謂「建議的最少課時」,是為學校在籌劃及推行其他學習經歷時提供的指引。學校可按校本情況,推行藝術發展。透過有組織的學習,配以在課堂以外的藝術活動,會是推行藝術發展的最理想模式。有組織的學習可包括音樂課及/或視覺藝術課、恆常而有組織的藝術學習項目(如戲劇、舞蹈和媒體藝術)等。在有組織的學習之上,學校亦應組織不同的課外活動及興趣小組,讓學生切身地參與藝術活動。不過,學校毋須為有組織的學習及其相關的活動硬性地劃分比例。最重要的是,學校應為每位學生提供足夠的藝術學習機會。 (至頁頂 )

19︰關於體育課的安排,學校有甚麼良好的實踐經驗?

19︰由於學生參加體育活動時,須穿合適的衣履,以及進行熱身和整理活動,大多數學校都會盡量安排雙連課節的體育課,並與小息、午飯或放學的時間連接一起,這樣安排不但能確保學生在每一課都有足夠的學習時間,還可以創造空間,令體育課堂更具教育意義和更有趣味。現時大部分學校都為學生提供每周或每星期兩課節(共約80分鐘)的體育課,我們建議學校保持這些有效的措施,讓學生獲取寬廣、均衡和安全的體育發展經歷。全方位學習是體育發展的關鍵,所以體育學習不應局限於課堂內,學校應鼓勵學生積極參與聯課活動,並善用校內及校外的設施和社區各種資源以達到這目標。 (至頁頂 )

20:學校是否必須記錄個別學生在上課時間及課後參與「其他學習經歷」的詳細資料,以顯示學校符合分配至少10%的課時予「其他學習經歷」的規定?

20:學校需為學生在課時內及外提供「其他學習經歷」的要求或機會。不過,學校無需以「每小時」的方法記錄和監察學生參與活動的情況,尤其是一些在課時以外進行的活動。一些實際可行的策略,例如訂立「每名學生需參與兩項活動及一項服務」的學校政策,作為鼓勵學生自行管理參與活動的措施,通常已很有效。 (至頁頂 )

 

其他

21:不同學校提供的學習機會,會否因學生社會經濟地位不同而有所差異?

21:學校為「其他學習經歷」而舉辦的 項目或活動,必須照顧不同社會經濟地位學生的需要。學校須為社會經濟地位較低的學生尋求財政資助,以確保有意參加的學生均可享有同等機會參與項目或活動。換句話說,沒有學生會因經濟原因而失去參與的機會。學校亦不應以為花費越多的項目便會有較大的成效。此外,我們建議學校善用現有資助計劃如「香港賽馬會全方位學習基金」、「校本課後學習及支援計劃」等,去幫助有經濟困難的學生參與有關活動。 (至頁頂 )

問22:提供「其他學習經歷」會否涉及額外資源?

答22:不會。我們鼓勵學校建基於現有優勢和實踐經驗上,靈活善用現有資源(例如營辦開支整筆津貼),以發展「其他學習經歷」。大多數的「其他學習經歷」(例如德育及公民教育、體育、音樂課、視覺藝術課)均無需額外資源,而推行「其他學習經歷」的工作亦會由教師負責。(至頁頂 )

學生學習概覽

有關電子工具運用

問1:學校能否使用「網上校管系統」以外的其他電子工具,如學校自行開發的工具或從坊間購買的系統,來處理「其他學習經歷」資料,並於印發「學生學習概覽」的時候,把有關資料滙入「網上校管系統」呢?

答1:能。自2010年9月開始,「網上校管系統」提供了更新功能,學校能把儲存在其他電子工具的「其他學習經歷」資料以試算表的格式滙入系統,學校可透過系統介面滙入「其他學習經歷」資料、校外的表現/獎項(以試算表格式)及學生的自述(以文本格式),並印發「學生學習概覽」。(至頁頂)

問2:學校可以任何校本的格式或工具推行「學生學習概覽」嗎?

答2:在新高中課程下,學校可根據高中課程指引第五B冊的內容,以校本的格式或工具推行「學生學習概覽」,其內容如下:

-校內學科成績(香港中學文憑考試的成績除外);
-其他學習經歷;
-校外的表現或獎項;
-學生的自述(例如:突出印象深刻的學習經歷或為事業訂立的目標)

學校應於高中為學生建立「學生學習概覽」,他們可根據上述之內容推行校本的「學生學習概覽」,學校可使用任何校本的系統為學生印發配合大專院校或一些僱主要求的報告,並透過建立學生學習概覽的過程,教導學生為不同持分者撮要概覽資料。本網頁所載之學校例子並未涵蓋所有情況,我們會上載更多例子供學校參考之用。 (至頁頂)

問3:若學校使用網上校管系統,可如何在「其他學習經歷」內顯示校內學科成績的分數/等級?

答3:學校需在學生成績模組為年終的考績數據進行數據整合,才可於「學生學習概覽」內顯示校內學科成績的總分/等級。(至頁頂)

問4:如果學生在高中期間重讀,他/她所有的紀錄會否載入「學生學習概覽」內呢?

答4:很多學校都會處理學生在高中期間所有的學習經歷,若學校使用網上校管系統,「學生學習概覽」內可顯示最多6年的校內學科成績,其他的內容,如「其他學習經歷」及校外的表現或獎項等,並沒有設立這種限制。(至頁頂)

問5:對於校外的表現或獎項、學生的自述和主要作品,網上校管系統都提供了匯入/匯出功能,對於「其他學習經歷」和校內的獎勵紀錄,「網上校管系統」有沒有相若的功能?

答5:對於「其他學習經歷」,「網上校管系統」提供了匯入/匯出功能,學校更可使用匯入/匯出功能來編修「其他學習經歷」和獎項的列印次序,以協助學生篩選他們的「其他學習經歷」,透過校本安排,在過程中, 學生可進行更深入的反思,選擇印象難忘的學習經歷。對於校內的獎勵紀錄,「網上校管系統」並沒有提供匯入/匯出功能。(至頁頂)

問6:當學校使用網上校管系統來列印「學生學習概覽」時,系統的運作速度非常緩慢,學校可如何處理這方面的問題?

答6:當學校列印「學生學習概覽」時,系統需要處理三年的數據,因此處理的時間會比較長。學校可使用系統提供的「報告存檔」功能及善用這段時間處理其他工作,並於稍後時段從報告管理模組列印有關檔案。(至頁頂)

問7:學校可否就個別學科的需要,記錄多於一個的主要作品名稱?

答7:學校可就個別學科需要,記錄多於一個的主要作品名稱。若學校使用網上校管系統,可考慮使用同一欄位輸入多於一個的主要作品名稱,唯內容不能多於500個中文字或500個字元。(至頁頂)

問8:教育局會否提供工具及例子,協助學校建立「學生學習概覽」?

答8:為了幫助學校在新高中推行「學生學習概覽」,「網上校管系統」已 於2008年進行提升工程,增加一項「學生學習概覽」模組,並提供範本供學校作參考。如有需要,學校可由有關人員進行校內的提升工程。「學生學習概覽」內容可包括以下的扼要資料:

–校內學科成績
–其他學習經歷
–校外的表現/獎項及重要參與
–學生自述

欲知其他有關工具及範本示例,可參考http://www.edb.gov.hk/cd/slp (至頁頂)

 

有關推行方法

9:貴局表示計劃進一步簡化學生學習概覽,請問是否有任何具體措施?

9:首先我們會透過網上學校行政及管理系統(WebSAMs),簡化「學生學習概覽」,包括取消個人自述部份的字數限制,以及容讓學生篩選合適的「其他學習經歷」。因此,學校可因應其校情及根據 大學聯招辦法的「比賽/活動的經驗及成就」表格和專上課程電子預先報名平台網上申請表格的需要,設定「學生學習概覽」的內容。(例如:將「個人自述」的字數設定為500字,以及可考慮以「重質不重量」的原則將「學生學習概覽」紀錄的「其他學習經歷」數量降至10個)。

中長期而言,我們與不同的專上院校合作及溝通,使「學生學習概覽」更切合各方需要,進一步精簡學生在報讀課程時呈交「學生學習概覽」的程序,以減低學生及學校的工作量。 (至頁頂)

問10:本校已實行向所有離校生派發修業成績單及/或成績表,我們需否重新設計「學生學習概覽」?

答10:「學生學習概覽」是用以表揚學生在高中階段在全人發展方面所達至的成績及所參與的活動。學校可全權決定「學生學習概覽」的整體設計及推行,包括形式、內容及詳細程度。因此,學校現行的做法如合用的話,便無需因為「學生學習概覽」的緣故而重新設計。不過,有些學校或會視「學生學習概覽」為一個好機會,藉以改善學校現行的匯報方式(例如採用學習歷程檔案、在成績表內加入更多學生參與活動的資料等)。學校應鼓勵所有學生在高中階段建立自己的「學生學習概覽」。 (至頁頂)

問11:「學生學習概覽」是否要包攬學生參與的每項活動?

答11:無此必要。理想而言,應讓學生有機會決定哪些活動較為重要,需要納入/清楚地顯示在最終的概覽內。教師應讓學生明白「重質不重量」的原則,以展示本身的實力,因為過於冗長的「學生學習概覽」往往顯示學生未能扼要說明個人的長處。 (至頁頂)

問12:學校是否需要核實學生的成績及每項參與的活動,甚至是那些非由學校舉辦的活動?

答12:正如現時匯報成績的做法一樣,學校方面要備存及核實學生的活動記錄。倘若現時的做法行之有效,便無需改動。學校無需核實學生自行在校外參與的活動「校外活動」,也無需在「學生學習概覽」內加入「校外活動」的資料。倘若學校要把「校外活動」納入「學生學習概覽」,便應在「其他學習經歷」的主清單以外另設獨立欄目/部分一一列出。日後如需出示佐證(例如出席證書)證明所列的資料,則責任全歸學生。 (至頁頂)

問13:為何不採用劃一模式,把「學生學習概覽」標準化?

答13:「學生學習概覽」背後的概念對學校來說並非新猷。學校現行的許多做法(例如成績表、修業成績單、學習歷程檔案等)已切合「學生學習概覽」的目的,況且,每所學校的做法各有不同,故難以採用劃一模式的「學生學習概覽」來配合所有學校。不過,網上校管系統及教育局網頁已設有若干「範本示例」供學校參考。 (至頁頂)

問14:推行「學生學習概覽」是否意味著學校需要設立「複雜」的歷程檔案系統?

答14:不必要。「學生學習概覽」的最終目的,是要更全面反映學生在高中學習階段的全人發展。按照現時的情況來說,大部分學校均已設立一套紀錄系統,記錄學生所參與的活動和所達至的成績。因此,學校可善用現行的紀錄系統制訂「學生學習概覽」,無需另設歷程檔案系統。有一點必須留意,「學習歷程檔案」是指促進學生反思及自我管理的評核過程,而「學生學習概覽」則是指說明學生成績和發展的文件。雖然有學校利用「學習歷程檔案」制訂「學生學習概覽」,但我們建議學校最好檢討現行的做法(特別是關顧輔導/班主任方面),衡量一下把有關學習元素納入學習歷程檔案,對工作量、開支及增值效益帶來的各種利弊。 (至頁頂)

問15:學校是否需要在初中級別推行「學生學習概覽」?

答15:無此必要,「學生學習概覽」只設於高中級別。不過,部分學校可藉此機會教導初中學生,加強他們對全人發展的關注。 (至頁頂)

問16:學校需要為學生輸入「其他學習經歷」的參與時數嗎?

答16:學校無須為每個學生輸入「其他學習經歷」的參與時數。學校可於規劃校本的「其他學習經歷」時,安排相關的課時,為所有學生提供在新高中課程內10-15%的「其他學習經歷」。 (至頁頂)

 

有關升學出路

問17:有報章報道,不少學生因學科需要,嚴重缺時,加上在大學收生過程中,院校大多不看重其他學習經歷或 「學生學習概覽」,「學生學習概覽」是否無用? 會否考慮取消「學生學習概覽」以減輕學校的工作?

答17:「學生學習概覽」是一個促進學生反思個人發展的學習工具,同時亦是一個展示學生個人特質及發展的撮要,可以作為全人發展的佐證。學生更可以藉此機會述說自己的學習故事及規畫個人發展,這個學習過程對學生長遠得益更為重要。

除了報考大學,「學生學習概覽」亦可作為是學生報讀其他的專上院校或就業時提交給僱主的參考資料。學生可根據不同課程或僱主的要求撮要他們的概覽資料,編製簡明扼要的報告,反映他們於高中時期在全人發展方面的參與情況和成就。此外,「學生學習概覽」可讓提早離校的學生,在適當的時候向未來的僱主和其他教育機構提供有用的資料。

根據課程檢討的初步數據顯示,「學生學習概覽」對學生在自我認識、及早規劃未來及建立前路觀尤有幫助,學生在預備「學生學習概覽」的過程中,能有效培育他們的反思習慣,使他們更有方向感及早作準備的意識。

截至201711月為止,超過30所非聯招的專上院校、100所內地高等院校及 超過160所海外教育機構均接納或考慮「學生學習概覽」作為提供學生全人發展佐證的參考文件。 (至頁頂)

18:「學生學習概覽」與大學及專上院校的入學要求有何關係?

18:大學及專上院校在甄選學生時,會考慮能廣泛反映學生在不同方面成就的資料,讓學生展示他們具備所需的能力和個人特質,俾能從專上教育中獲益。「學生學習概覽」能為各大院校提供具備理想參考價值的資料。大學校長會亦於2008年10月公布,院校在新學制下收生時,將會接納「學生學習概覽」作為提供學生全人發展佐證的參考文件。 大學聯招辦法管理委員會於2009年10月16日提出,學生可以根據自己的「學生學習概覽」填寫專用表格,透過大學聯招辦法網上系統呈交撮要資料。同時, 大學聯招辦法網上系統及專上課程電子預先報名平台均有彈性讓學生附加送交整份概覽,或選擇在面試當日直接將自己的學習檔案攜帶至有關院校。另外,截至201711月為止, 超過30所非聯招的專上院校、100所內地高等院校及超過160所海外教育機構均接納「學生學習概覽」作為審視學生全人發展佐證的參考文件。 (至頁頂)

19:學校應否就不同的學生需要,如報考不同學系、申請不同工作等,印發不同的「學生學習概覽」呢?

19:「學生學習概覽」是為學生而設計的,讓他們說出自己的學習故事和表揚他們在全人發展方面的成就。「學生學習概覽」將於大學收生時用作參考文件,全面提供學生的能力和專長,但其目的並不只是為大學收生或申請工作之用。因此,學校需就著學生的全人發展,協助他們建立「學生學習概覽」。(至頁頂)

問20:參與「其他學習經歷」 及建立「學生學習概覽」不單為報考大學或供未來僱主作參考,它們還有甚麼更重要的裨益呢?

答20:除了報考大學,學生也會報讀其他的專上學院。 「其他學習經歷」本身是重要的學習,建立學生終身學習的能力,培養個人的素質,讓他們一生受用。這正正也是專上院校及僱主所期望的素質。

在建立「學生學習概覽」的過程中,學生有機會總結和反思學習經歷,包括檢討過往的經歷及展望將來,並篩選一些個人覺得重要的項目,放在概覽內,作為全人發展的佐證。他們可以藉此機會反思及規畫個人發展,並精簡地介紹自己的長處,述說自己學習的故事,這個學習過程對學生長遠得益更為重要。
(至頁頂)

問21:「學生學習概覽」與「比賽/活動的經驗及成就」表格有何分別?

答21︰「學生學習概覽」是記錄學生高中階段所有校內學科成績、「其他學習經歷」、校外的表現/獎項以及學生的自述,是大部份專上院校審視申請人全人發展的參考資料。「比賽/活動的經驗及成就」資料是
大學聯招辦法要求申請人提交最多10項於學術成績以外的成就資料。「比賽/活動的經驗及成就」資料實為「學生學習概覽」的重點摘要,學生須參考其「學生學習概覽」以填寫「比賽/活動的經驗及成就」資料。 (至頁頂)

問22:學生在填報大學聯招辦法的「比賽/活動的經驗及成就」表格時,是否所有資料需來自「學生學習概覽」?

答22︰學生在建立「學生學習概覽」的時候,會計劃未來的升學及方向。他們在填報
大學聯招辦法的「比賽/活動的經驗及成就」表格時,可參考這份概覽,撮取有關資料,他們亦可自行決定撮取其他適用的資料填報表格。(至頁頂)

問23:不遞交「學生學習概覽」給院校有何後果?

答23︰教資會資助院校由2012年起以「學生學習概覽」為錄取學生的參考文件。學生參加
大學聯招辦法時,可選擇是否上載整份概覽,或選擇在面試當日直接將自己的學習檔案攜帶至有關院校。部份院校在考慮個別入學申請,或需要更多評審資料以確定優先錄取次序,以及在面試時,皆可能參考檔案內的相關資料。
在遴選過程中,各院校將按照其評分準則作考慮,故學生可諮詢各院校參考「學生學習概覽」的情況,申請人是否獲得取錄全屬院校的獨立決定。
(至頁頂)

問24:對於如何以「學生學習概覽」的「學生的自述」作為基礎來撰寫大學聯招辦法的「附加資料」,有那些具體建議?

答24︰在「學生學習概覽」的「學生的自述」中,學生可提供他們高中或以前的學習生活及個人發展資料,以述說他們的學習故事。「學生的自述」是學生自我表述的藍本,為他們草擬
大學聯招辦法的「附加資料」時,在內容及表達他們的興趣及成就方面提供有用的參考。另外,要注意的是,撰寫「附加資料」的目的是讓學生提交具參考價值的資料,讓他們可以更全面地表述中學時期的個人發展,而非測試學生的語文能力。 (至頁頂)

問25:對於如何撮取活動資料來填報大學聯招辦法「比賽/活動的經驗及成就」表格,有沒有相關指引?

答25︰學生可參考他們的「學生學習概覽」來填報
大學聯招辦法「比賽/活動的經驗及成就」表格。學生需選取最能反映其全人發展及未來抱負的活動,並且著重活動的質素,而非以多取勝。(至頁頂)

問26:學生若想從「學生學習概覽」中撮取資料到大學聯招辦法申請表,「網上校管系統」可提供相關的支援服務嗎?

答26︰教育局在「網上校管系統」的「學生學習概覽」模組下,增設了一個子模組「JUPAS Application」。學生可從「學生學習概覽」撮取相關資料來填報
大學聯招辦法的「比賽/活動的經驗及成就」表格 。(至頁頂)

問27:我校使用坊間購買的系統/自行研發的系統來處理活動資料,我們能否使用「網上校管系統」的子模組「JUPAS Application」?

答27︰你可以將學生的活動資料及「學生的自述」匯入「網上校管系統」中的「學生學習概覽」模組,並利用其子模組「JUPAS Application」來處理
大學聯招辦法相關的數據。 (至頁頂)

28:透過「網上校管系統」「學生學習概覽」模組的子模組「JUPAS Application」,是否只可根據一次評核紀錄來處理學生的學科成績? 除此以外,還有其他途徑可參考多次評核紀錄嗎?

28︰學校可透過「網上校管系統」自行抽取多個評核紀錄,以作參考來處理學生的學科成績,以充分反映學生的學術表現。
(至頁頂)

29:「學生學習概覽」的「學生的自述」是否有字數限制?可否與 「比賽/活動的經驗及成就」表格看齊?

29︰沒有。學校可根據校本情況,自行決定「學生學習概覽」的「學生的自述」的篇幅及字數。學校可透過「學生的自述」以促進學生的全人發展及生涯規劃。
(至頁頂)

 

其他

問30:學校應使用那種語言來建立「學生學習概覽」呢?

答30:「學生學習概覽」是學生全人發展的佐證,學校會基於現行的做法,協助學生建立「學生學習概覽」,讓學生記錄及反思自己的學習經歷及成就。學校需就著學生的取向,選用合適的語言,如中、英或雙語版本,讓學生能以表達他們的全人發展。學校也需視乎不同持份者的要求,如院校的要求(例如有些內地院校可能會要求學生提交中文版本的「學生學習概覽」)等,選用相關的語言,建立「學生學習概覽」。如有需要,個別學生可考慮翻譯他們的「學生學習概覽」,以供不同持份者參考之用。 (至頁頂)

更新日期:二零一五年 九月十四日 (至頁頂)

 

Other Learning Experiences (OLE)

Curriculum Time Arrangement

Areas of OLE

School Implementation

Others

Student Learning Profile (SLP)               中文

Use of Electronic Tools

School Implementation

Multiple Pathways

Others

Other Learning Experiences (OLE)

Curriculum Time Arrangement

Q1: According to the new recommendation on OLE time arrangement, are there any suggestions for schools to allocate the proportion of curriculum time in respect of the five areas of OLE?

A1: Regarding the proportion of the time arrangement of the five OLE areas, schools can make their school-based arrangement upon their professional judgment with reference to school contexts. When planning for the school-based OLE, school leaders and teachers should make reference to the seven guiding principles and the suggested modes of implementation in Booklet 5A of the Senior Secondary Curriculum Guide (SSCG) (e.g. the principles of student-focused and student opportunities, the provision of structured arts learning session being an important mode of implementation for Aesthetic Development, and time-tabled PE lessons as the major part of Physical Development etc) in order to provide students with a broad and balanced OLE curriculum through the five areas of OLE. In addition, when planning the overall OLE lesson time, schools should take account of the time-tabled lesson time and non-time-tabled learning time (e.g. lunch time, after school time, Saturdays, holidays etc.) for a comprehensive OLE school plan. (to top )

Q2: The majority of schools have already arranged not less than 15% of the curriculum time for OLE. Would the new recommendation on the time arrangement encourage schools to reduce the opportunities for enhancing students' whole-person development?

A2: The objective of OLE is to foster students' whole-person development. According to the principle of "aiming for quality rather than quantity", schools should emphasise the quality of students’ learning. We believe that learning will not occur unless students reflect on their own learning experiences; and it is more effective to foster student's whole-person development through the provision of opportunities for quality reflection than arranging activities simply in compliance with the mandate to satisfy the suggested percentage of time allocation

The new recommendation gives schools more flexibility to adjust the proportion of the curriculum time according to the needs of students' development so as to provide students with more space to gain experiences and achievements from competitions/ activities outside schools in order to develop their abilities and unleash their potentials. (to top )

Q3: When planning the proportion of lesson time for the five areas of OLE upon their professional judgment and flexibility, could schools remove some PE lessons?

A3: When schools review and fine-tune their OLE plan, they should take their existing strengths into consideration and continue to further develop the five areas of OLE.

According to the "Basic Education Curriculum Guide" (2002), under the educational purpose of promoting students' five Chinese virtues "Ethics, Intellect, Physical Development, Social Skills and Aesthetics" in whole-person development and life-long learning, Physical Education is one of the eight Key Learning Areas and the five Essential Learning Experiences. In addition, according to the "PE KLA Curriculum Guide (Primary 1-Secondary 3)" (2002)* and "PE Key Learning Area, Secondary Curriculum and Assessment Guide (Secondary 4 - 6)" (2007)^, it is clearly stated that schools should have allocated at least 5% of the total lesson time in the curriculum to PE lessons. Therefore, schools should provide adequate PE lessons so as to nurture students' physical development.

* Please refer to the "PE KLA Curriculum Guide (Primary 1- Secondary 3)" (2002) p.1,1.2 'Position of Physical Education(PE) KLA in the School Curriculum'
^ Please refer to the "PE Key Learning Area, Secondary Curriculum and Assessment Guide (Secondary 4 - 6)" (2007) p.1,1.1 'Background'
(to top )

Q4: Would the new recommendation discourage the schools with a vision to further develop whole- person development under the pressure of public examination and stakeholders' diverse expectations?

A4: The flexibility given by the suggested time allocation enables schools to modify the OLE plan according to the school contexts and its needs for further development. Schools, therefore, would be more able to implement quality OLE through various activities and courses; and hence attain the goal of ‘whole-person development’.

Whole-person development is the core of the entire curriculum and it should also be one of the expected educational outcomes of society and parents. We therefore believe schools have gained the support from different stakeholders regarding its implementation. Students would definitely benefit the most of it when schools are able to communicate well with stakeholders and balance their expectations and needs. (to top )

Q5: In view of the fact that "the quality of OLE that matters, rather than the quantity", could schools, according to their school-based development and students’ needs, reduce the curriculum time of OLE to less than 10%?

A5: Viewing OLE as an integral part of the curriculum, schools should, when implementing OLE, deploy reasonable resources and lesson time with reference to other parts of the curriculum so as to achieve the curriculum objective of whole-person development.

According to the statistics collected, the average structured time-tabled lesson time of OLE (e.g. PE lessons, music lessons, moral / religion lessons) is 12% of the total curriculum time. Therefore, the recommendation of 10 to 15% of the curriculum time for OLE is viable in real school context. (to top )

Q6: With the implementation mode of allocating a minimum of 10% curriculum time to OLE and PE lessons have already constituted 5% of the time, how could schools promote the other four areas of OLE effectively within the remaining 5% time-tabled lesson time?

A6: Every school may have different contexts. Arranging 10% of the curriculum time for OLE is only the baseline requirement. Building on their existing strengths and experiences, schools should further enhance the development of the five areas of OLE so as to facilitate whole-person development among students.

Schools should have an overall and flexible planning of OLE curriculum time for students throughout the 3 years of senior secondary education. Apart from the time-tabled lesson time, schools should also make good use of the non-time-tabled learning time (e.g. lunch time, after school time, Saturdays, holidays etc.) to provide students with diverse OLE activities.

Regarding the implementation of OLE, according to one of the core principles "aiming for quality rather than quantity", schools should, first of all, provide quality learning experiences to students. Therefore, schools have to design and offer structured and meaningful learning experiences for students; guide students to reflect on their own learning experiences; and facilitate them to turn experiences into learning so that they are able to deepen and consolidate what they have learnt. Schools should continue to further enhance the sustainable development of quality OLE. (to top )

Q7: Within the 10% to 15% OLE curriculum time, is there any upper or lower limit of the percentage of lesson time for each component in OLE?

A7: To achieve the curriculum objective of whole-person development, schools need to ensure that students are provided with opportunities of exposure to the essential learning experiences in the five areas of OLE under the NSS Curriculum framework. Within the 10%-15% OLE curriculum time, there is no upper or lower limit of the percentage of lesson time for each OLE component. (to top )

Q8: Taking our school's present situation into consideration, we find it difficult to build OLE into the time-table and work on the total time spent on OLE. Would you suggest some viable strategies to us?

A8: Being constrained by convention, some teachers may worry about the feasibility of different reform programmes under the NSS curriculum framework. They therefore find it difficult to squeeze time to satisfy the suggested hours of OLE. However, given that the 4 core subjects with 2 / 3 electives make up merely 65-85% of the total lesson time, adequate space has already been reserved for OLE in the NSS curriculum framework. It would thus be feasible for schools to build OLE into the time-table. Among various viable strategies to arrange and calculate OLE lesson time, a ‘minimum threshold approach’ is recommended. By adopting this approach, schools only need to reach the minimum threshold of the suggested hours of OLE (i.e. 10% of the curriculum time) and they need not count the exact number of hours of all the OLE (e.g. extra- or co-curricular activities) that students have spent. (to top )

Q9: Would building OLE into the time-table adversely affect students' learning in the core and elective subjects?

A9: For the sake of students' development, it is worth allocating curriculum time to OLE. Overseas and local researches showed that such kind of learning experience not only facilitated students’ all-round development, but also had positive impact on their learning attitudes and academic results. In many ways, OLE could create a unique learning ‘space’ totally different from other subjects for students to, without too much pressure, experience and enjoy the fun of learning as well as reflect on their learning experiences; which in turn nurtures proactive learning attitudes among students and enhances their academic performance. Despite the fact that many believe academic subjects and OLE are not related to each other, well-designed OLE may be more able to improve students' attitudes towards learning and school, which in turn may facilitate students'’ academic learning and nurture their thinking and generic skills. Hence, with regard to curriculum time arrangement, academic subjects and OLE should not be mutually exclusive but complementary to each other. (to top )

Q10: Are students required to count their own OLE hours?

A10: Schools are responsible for planning and arranging curriculum time and learning activities for OLE. Therefore, students are not required to count their own OLE hours or arrange their own OLE. Besides, students are not required to submit their OLE hours either as schools are responsible for offering students adequate learning opportunities (10%-15% curriculum).

Most of the OLE learning activities are conducted in time-tabled lessons (e.g. PE lessons, Music lessons, Class teacher periods and assemblies etc) while some schools, apart from offering OLE programmes for the whole school, also offer enrichment programmes such as various extra-curricular activities so that students could make their own choices according to their interests.
(to top )

 

Areas of OLE

Q11: How could we ensure students to have a balanced development in the five areas of OLE according to the new modification (10–15%) of lesson time arrangement?

A11: When planning for the school-based OLE, the school leaders and teachers should make reference to the seven guiding principles in Booklet 5A of the Senior Secondary Curriculum Guide (SSCG), in particular the principles of student-focused and student opportunities, and build on their existing strengths as well as cater for the needs of their schools and students. Schools should bear in mind to provide students with a broad and balanced curriculum in order not to neglect any one of the five OLE areas. (to top )

Q12: Could KLA's activities be counted as Other Learning Experiences?

A12: Some KLA's extended activities could be counted as OLE depending on the content and purpose of those activities. Another consideration is whether those activities are able to meet the expected outcomes of the five components of OLE. The expected outcomes of OLE are to build up students’ life-long learning capacities so they are able to:
- become active, informed and responsible citizens;
-
develop respect for plural values (including art appreciation);
- adopt a healthy living lifestyle; and
-
enhance career aspirations and positive work ethics.

However, activities involving School-based Assessment (SBA) should not be counted as OLE. Upon their professional judgment, teachers should organise suitable and meaningful OLE programmes or activities for their students in order to nurture a balanced development in the five essential Chinese virtues “Ethics, Intellect, Physique, Social Skills and Aesthetics”. After all, it is the quality of these experiences that really matters when enhancing whole-person development among students. (to top )

Q13: Could the study of ApL, elective PE and AE, and Ethics and Religious Studies be regarded as some of the components of OLE?

A13: Yes. When students take Ethics and Religious Studies, Physical Education, subjects of Arts education as elective subjects and /or ApL, the learning experiences could be counted as the respective OLE components provided that the knowledge & skills, (cognitive), values & attitudes (the affective) are taken care of.

For example, if a student takes Ethics and Religious Studies as an elective subject, the student has already satisfied one of the required components, the Moral & Civic Education, of OLE. The student may wish to spend more time on other components of OLE. (to top )

Q14: Are service opportunities at school recognised as community service?

A14: The purposes of community service are to enable students to acquire some experiences of serving others and to nurture their sense of responsibility. The school itself is a community. To achieve the same objectives, schools may provide students with in-school service opportunities or offer them the chances to serve primary schools and kindergartens in their own district. However, ideal community service in senior secondary levels should not be confined to school environment. It can be expanded beyond school contexts, if appropriate, for building up sustainable life-long capacities among students to serve in their community after schooling. (to top )

Q15: If a student participates in an activity that is not organised by school (e.g. private piano tuition), could it be recognised as OLE?

A15: No, strictly speaking, OLE refers to the programmes organised and/ or recognised by schools under the NSS framework, in which OLE occupies 10% or more curriculum time, with an aim to ensure students’ whole-person development. However, schools may allow their students to record their participation or achievements gained outside school in their own SLPs (preferably under a separate column) to recognise those learning experiences. (to top )

Q16: Are students' self-arranged activities or their participation in other programmes outside schools counted as OLEs?

A16: NO. OLE refers to the programmes organised and/or recognised by schools under the NSS framework. Students' self-arranged activities or their participation in other programmes outside schools are not counted as OLE. However, students could record their participation in their own SLPs.

It is not necessary for schools to validate students' self-arranged activities or their participation in other programmes outside schools. Students are responsible for providing evidence to relevant people upon request.

If it is deemed necessary, with reference to the principle of ‘aiming for quality rather than quantity’, parents may arrange other learning activities for their children to enrich their learning experiences. However, parents should note that an expensive programme does not imply better learning outcomes.
(to top )

 

School Implementation

Q17: What are the possible modes of implementation of OLE?

A17: When planning for OLE, schools should aim to strike a balance among different OLE components and adopt diverse modes of providing OLE opportunities. For example, time-tabled Physical Development/ Aesthetic Development/ Moral and Civic Education lessons could be supplemented by time-tabled after-school/Saturday learning time, activities beyond classroom, life education/ environment/ aesthetic/ creativity education projects, integrated learning days and after-school activities etc. Some schools may also arrange an integrated programme to allow their students to gain OLE through several components at the same time instead of confining certain activities for a particular area of experience. (to top )

Q18: Building on existing practices / strengths, how could we implement Aesthetic Development?

A18: There are different modes for implementing Aesthetic Development. To extend the arts learning experiences at the junior secondary level and to further develop students' creativity, aesthetic sensitivity and critical responses to the arts, schools should, building on their existing practices and strengths, flexibly adopt various modes of implementation to provide students with quality arts learning experiences.

It is worth noting that the "suggested minimum time allocation" is to provide schools with guidance in planning and implementing OLE. Schools could implement Aesthetic Development (AD) in accordance with their own school contexts. The best way to deliver AD is to provide students with structured learning complemented with authentic arts activities beyond classroom. Structured learning includes music and/ or visual art lessons, regular and structured programmes for arts learning (e.g. drama, dance, media arts) etc. On top of structured learning, schools should also organise authentic arts activities in the form of extra-curricular activities and interest groups. However, the ratio between structured learning and the related activities need not be rigid. What is more important is that schools should provide adequate arts learning opportunities for their students. (to top )

Q19: What are the good practices of scheduling physical education (PE) lessons?

A19: As students should put on suitable clothing and footwear and do warm-up and cool-down exercises for taking physical activities, most secondary schools try their best to schedule double-period PE lessons, very often in the last two periods of the day or linking them to recess or lunchtime. Not only does it ensure the adequacy of students’ learning time in each lesson, it also creates space for teachers to include more educationally meaningful and more interesting elements in PE lessons. At present, the majority of schools provide students with two periods of PE lessons per cycle or per week (about 80 minutes). All schools are highly recommended to keep these effective measures to safeguard students’ entitlement to pursue a broad, balanced and safe programme that covers a variety of movement experiences. In PE, life-wide learning is the key to success. Therefore, learning in PE should not be confined to lessons. Schools should encourage students to actively participate in co-curricular physical activities, and make full use of the facilities within and outside school as well as community resources to achieve this. (to top )

Q20: Should schools track individuals' detailed participation in OLE (both within and outside normal school hours) to show the compliance of 10% minimum allocation?

A20: Schools need to offer students OLE opportunities to participate in meaningful learning activities both within and outside normal school hours. However, schools need not track and monitor individual participation in ‘hour-by-hour’ manner, particularly for those activities outside normal school time-table. Practical strategies such as setting a school policy like ‘two activities and one service per student' as the measures to encouraging students to self-manage their participation are often effective. (to top )

 

Others

Q21: Will there be any Socio-economic Status (SES) discrimination among those learning opportunities provided by different schools?

A21: Programmes or activities organised by schools for OLE should cater for students with different SES while in schools, financial subsidies should be sought for students from low SES to ensure equal access among all students. No students should, therefore, be deprived from participating in an activity for financial reason. And schools should not think that more expensive programmes are necessarily more effective than those that cost less. Furthermore, schools are encouraged to use the existing ‘Hong Kong Jockey Club Life-wide Learning Fund’ and EDB's ‘School-based After-school Learning and Support Programmes’ to subsidise financially-needy students to participate in related activities. (to top )

Q22: Would OLE incur any additional resource implication?

A22: No, schools are encouraged to build OLE on their existing strengths and practices and to make good use of existing resources (e.g. OEBG) flexibly for further development of OLE. Most OLE components do not require extra resources (e.g. MCE, PE, music lessons, visual arts lessons) whereas teachers would take up responsibility to run OLE. (to top )

 

Student Learning Profile (SLP)

Use of Electronic Tools

Q1. Is it possible to make use of electronic tools other than WebSAMS, such as self-developed tools or tools purchased from the market, to handle OLE information and import the data into WebSAMS when generating SLP reports?

A1. Yes. Since September 2010, with the updated function of WebSAMS, schools are able to import OLE information (in the session of "Other Learning Experiences") kept in other electronic tools into WebSAMS. Therefore, for generating SLP reports in WebSAMS, schools can input OLE information (in the form of Excel table), performance / awards gained outside school (in the form of Excel table) and student's "self-accounts" (in the form of text file) into WebSAMS. (to top )

Q2. Could schools implement SLP in whatever school-based formats or tools?

A2. Under the NSS Curriculum framework, schools could implement SLP in any school-based formats or tools in line with the broad content framework stated in SSCG Booklet 5B. This framework includes:

- academic performance in school (other than results in the HKDSE Examination);
- Other Learning Experiences (OLE);
- performance / awards gained outside school; and
- student's self-accounts (highlighting any impressive learning experiences or career goal setting).

Schools should assist their students to build their SLPs during their senior secondary education. They could implement their school-based SLP that is in line with the above broad content framework. Besides, schools can use any school-based SLP systems that can generate concise reports in line with the requirements of tertiary institutions and some employers for individuals. During the process of building SLPs, students could also learn to summarise the information for different stakeholders. The school examples provided in this page are not exhaustive. We will upload more examples for schools' reference. (to top )

Q3. For schools using WebSAMS, how could they display the scores/grades shown in the Academic Performance section?

A3. Schools have to consolidate the data of the annual assessment before they can be shown in the SLP reports. (to top )

Q4. If a student repeats during the senior secondary school years, will all relevant records be included in the SLP report?

A4. Many schools help record students' learning experiences during their senior secondary education. For schools using WebSAMS, it will display up to 6 years of academic records. For other sections, such as OLE and performance/awards gained outside school, there is no such limit. (to top )

Q5. Import/Export function is available in WebSAMS for maintaining records of performance / awards gained outside school, self-accounts and key projects. Is there any import/export function for maintaining OLE and in-school award records?

A5. Import/Export function is available for maintaining OLE records. Schools could also make use of the import/export function for maintaining the ‘Print Sequence’ of OLE and award records. This helps students select their OLE. Through school-based arrangement in implementing OLE, students could have in-depth reflection on what they have learnt and select their impressive learning experiences. However, there is no import/ export function for in-school award records. (to top )

Q6. When schools use WebSAMS to print SLP reports for students, the performance of the system is very slow. How could schools cope with the problem?

A6. It takes time for the system to process 3 years of students' data when schools print SLP reports. It is suggested that schools may make use of the "To File" feature in WebSAMS to generate SLP reports in soft copies and meanwhile schools may perform other tasks. Schools then could print SLP reports extracted from the Report Management module. (to top )

Q7. Could schools input more than one key project for individual subject?

A7. Schools could input more than one key project for individual subject. For schools using WebSAMS, they could consider using the same field for key project to input more than one project name. However, the total size should be within 500 Chinese words or 500 characters. (to top )

Q8: Would EDB provide any tools and examples to help schools build SLP?

A8: In order to assist schools to implement SLP for the NSS, WebSAMS has been enhanced to add an ‘SLP module’ in 2008. Templates are provided for schools' reference. Schools may upgrade their systems accordingly if necessary. The content of SLP may include brief information of the following:

- Academic performance in school;
- Other Learning Experiences;
- Performance / awards and key participation outside school;
- Student's ‘Self-Accounts’

Please refer to http://www.edb.gov.hk/cd/slp for other related tools and example templates. (to top )

 

School Implementation

Q9: EDB has announced to streamline SLP in future. Are there any specific measures?

A9: First of all, we have streamlined SLP through WebSAMs, including the cancellation of word limit of self-accounts and allowing students to choose appropriate OLE records for their SLPs. Therefore, schools can customize a school-based SLP with reference to their school contexts as well as the OEA form for JUPAS application and E-APP online application. (e.g. schools can align SLP with the admission requirement by setting the word limit of self-accounts to be 500 words and take the principle of “aiming for quality rather than quantity” into account to reduce the number of OLE records in SLP to 10.)

In the medium and long term, we would communicate with different tertiary institutions to align SLP with their admission requirements. Also, with the aim of minimising the workload of schools and students, further streamlining on the procedures of submitting SLP may be conducted. (to top )

Q10: My school has the practice to issue transcript and/or report card to every student when they leave school. Is it necessary for my school to redesign SLP?

A10: SLP is a summary of presentation recognising what a student participates and achieves in terms of their whole-person development during the senior secondary years. Schools have sole discretion over the overall design and implementation of their SLP including the format, content and how detailed SLPs should be. Therefore, if the existing practice could serve the purposes, it is not necessary to redesign for the sake of SLP. However, some schools may see SLP as an opportunity to improve the existing school report practice (e.g. introducing learning portfolios, adding more information on activity participation in the school report cards etc). Schools should encourage every student to build their profiles in the senior secondary years. (to top )

Q11: Should SLP include every single activity attended by a student?

A11: No, it is not necessary. Ideally students should be given some opportunities to decide which activities are deemed to be significant and to be included/ highlighted in the final profile report. Teachers should help individuals to understand the principle ‘aiming for quality rather than quantity’ in presenting oneself and quite often, an over-lengthy SLP could be a sign of incapability in presenting personal strengths concisely. (to top )

Q12: Is it necessary for schools to validate students' achievements and every single activity students have attended including those that are not organised by schools?

A12: Just like their existing school report practices, schools are expected to keep and verify records of students' activities. Schools need not do it differently as long as the current practices serve well. Schools need not verify or include ‘outside activities' in students' SLPs. If ‘outside activities’ are included in SLPs, they should be listed in a separate column/ section from the main OLE list and students should bear the full responsibility to produce evidence (e.g. attendance certificate) to support the listed information when required in future. (to top )

Q13: Why can't SLP be formalised by using a standardised format?

A13: The concept behind SLP is not new to schools. There are many existing school practices (e.g. school report cards, transcripts, portfolios etc) that already serve the same purposes and they vary among schools. SLP with a standardised format would therefore be difficult to cater for all schools. However, some ‘exemplary templates’ are available in WebSAMS and on EDB website for schools' reference. (to top )

Q14: Does SLP imply that every school needs to adopt a ‘sophisticated’ portfolio system for their students?

A14: No, it is not necessary. The ultimate aim of SLP is to reflect a fuller picture of our students' whole-person development during the senior secondary education. According to the present situation, most schools should already have developed and adopted a kind of recording system to record students' participation and achievements. Therefore, schools could make good use of the existing recording system to generate their SLPs without adopting another portfolio system.

It is worth noting that ‘portfolio’ refers to an assessment process that encourages reflection and self-management among students; whereas a ‘profile’ tends to refer to a document demonstrating students’ achievements and development. Despite the fact that some schools use a portfolio to generate an SLP, schools are strongly advised to review their existing practices (pastoral care/ Class teachers in particular) and to weigh the pros and cons of incorporating such learning elements in the portfolio, in terms of workload, costs and its value-added benefits. (to top )

Q15: Is it necessary for schools to implement SLP at junior secondary forms?

A15: No, SLP is for Senior Secondary levels only. However, some schools may use the chance to raise their junior secondary students’ concerns about whole-person development. (to top )

Q16: Should schools input the "number of participation hours" for students' OLE records?

A16: There is no need to input the "number of participation hours" of OLE for every student. The number of participation hours has been taken into account at school level when planning the school-based OLE. All students are entitled to have 10-15% of the curriculum time on OLE under the new senior secondary curriculum. (to top )

 

Multiple Pathways

Q17: Some media reported that the lesson time of the NSS curriculum was inadequate for subject needs. Besides, most of the tertiary institutions did not put emphasis on OLE or SLP when selecting candidates. Does it imply that SLP is useless? Will SLP be cancelled in order to reduce the workload of schools?

A17: SLP is not only a learning tool to facilitate the development of student reflection on their personal development but also a summary which demonstrates students’ personal qualities and provides supplementary information on students’ whole-person development. Students can tell their own learning stories and plan for their personal development by establishing their own SLP and hence, such learning process is much more important as far as their long-term benefits are concerned.

Apart from applying for universities, students can use SLP as a reference for the application for programmes in other post-secondary institutions or they can use SLP to provide supplementary information to employers when applying for a post. Students can, in accordance with the requirements set out by different institutions and employers, summarize their SLP information in a concise report to demonstrate their participation as well as achievements of their whole-person development in secondary school. Moreover, SLP could help those early school leavers to provide useful information for their future employers and other education institutions.

According to the preliminary data of the curriculum review, SLP is particularly useful in enhancing students' self-understanding, sense of future and career aspiration. Through establishing their own SLP, students can cultivate their habit of reflection, enhance their sense of direction and raise their awareness on early preparation for their future pathway.

Up to November 2017, over 30 non-JUPAS post-secondary institutions, 100 Mainland higher education institutions and over 160 overseas education organisations have accepted or considered SLP as a reference document of students’ whole-person development. (to top )

Q18: How is SLP linked with the University and Post-secondary Institution Admission?

A18: When selecting candidates, universities and post-secondary institutions would take account of a broader range of information of student achievements in different aspects, which could demonstrate that they possess the required competencies and personal qualities to be selected and therefore would benefit most from the post-secondary education. In view of this, SLP would provide good reference to institutions. The Heads of Universities Committee (HUCOM) announced in October 2008 that regarding the admission process, universities would accept SLP as a reference document that provides supplementary information on students’ whole-person development. Besides, the JUPAS Board of Management announced on 16 October 2009 that students could make reference to their own SLPs when completing the forms and submit their summarised information to JUPAS online application system. Meanwhile, under the Joint University Programmes Admissions System (JUPAS) and the Electronic Advance Application System for Post-secondary Programmes (E-APP), students also have the flexibility to submit their full SLPs or have the option to show their learning portfolios to faculties when attending interviews. Furthermore, up to November 2017, over 30 non-JUPAS post-secondary institutions, 100 Mainland higher education institutions and over 160 overseas education organisations have accepted SLP as a reference document of students’ whole-person development. (to top )

Q19: Should schools generate different SLPs to cater for different needs of students such as university admission and job application?

A19: SLP is designed for students to tell their “stories of learning” and to celebrate their success in terms of whole-person development. SLP can be used as a reference document for university admission as it could provide a fuller picture of students’ competencies and specialties. However, the purpose of SLP is not solely for university admission or job application. Schools should help students develop their SLP in view of their whole-person development. (to top )

Q20: Participating in OLE and developing SLP are not solely for university admission or future employment. What are the more important benefits to students?

A20: Apart from applying for universities, some students will also apply for other tertiary institutions. OLE itself is an important learning to develop students' life-long learning capabilities and personal qualities. All these are the expected qualities advocated by tertiary institutions and employers.

In the process of developing SLPs, students summarise and reflect on their learning experiences, evaluating their experiences and projecting future. They select and include important experiences in SLPs as evidence of their whole-person development. They reflect and plan for their personal development, briefly introduce their competencies and tell their stories of learning. Such learning process is more important as far as their long-term benefits are concerned.
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Q21: What is the difference between SLP and the OEA form?

A21: SLP is a summary presentation of a student's whole-person development including all the information of the student's academic performance in the secondary school education, Other Learning Experiences, performance/awards gained outside school and student's “self-accounts”. SLP could be used as a reference document to demonstrate their personal qualities and competence to most tertiary institutions. Applicants of JUPAS are required to submit the OEA form, which should include not more than 10 items of non-academic achievements. Information on the OEA form is actually the key summary of SLP. Hence, students should make reference to their own SLPs when completing the OEA form.
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Q22: Should all JUPAS OEA items be extracted from SLP?

A22: Students could make reference to their SLPs in completing the OEA form. SLP is a good foundation for planning for further studies and career in future. However, it is not a must for students to extract all OEA items from SLP. Students could, at their own discretion, include other information, if appropriate, in the OEA form for JUPAS application.
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Q23: What is the consequence if I do not submit my SLP?

A23: Since 2012, SLP has been accepted by UGC-funded institutions as a reference document when selecting candidates. For JUPUS application, applicants have the option to upload their full SLPs or show their learning portfolios to faculties when attending interviews. When considering individual application, applicants’ priority of admission or during interviews, some institutions may make reference to the relevant information on the learning portfolio for further information. As tertiary institutions select candidates in accordance with their own assessment criteria, enquiries on the reference value of SLP should be directed towards the institutions concerned. It should be noted that determination of applicants' suitability for admission is entirely the independent decision of the institutions concerned.
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Q24: Are there any recommendations on how to write the JUPAS “Additional Information” based on students' SLP “self-accounts”?

A24: In respect of SLP “self-accounts”, students may provide information to highlight any aspects of their learning life and personal development during or before senior secondary education to ‘tell their own stories of learning’. This could be served as a basis for drafting the JUPAS “Additional Information” to provide information on their interests and achievements. It should be noted that “Additional Information” aims at allowing students to provide information of good reference value to demonstrate a fuller picture of their personal development during their secondary schooling. It should NOT be seen as a test on applicants' language competencies.
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Q25: Are there any guidelines to select information on activities for the OEA form?

A25: Students could make reference to their SLPs in completing the OEA form. Students are recommended to include those activities that could best reflect their whole-person development and demonstrate their future aspirations. It is the quality, rather than quantity of the activities that matters.
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Q26: Would WebSAMS provide any support to help students extract relevant information from SLP to prepare for JUPAS application?

A26: A sub-module “JUPAS Application” under the SLP module of WebSAMS was added. Students could extract relevant information from their SLPs to complete the OEA form.
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Q27: My school is using tools purchased in the market / self-developed tools to handle activity information. Could we also use the sub-module "JUPAS Application" of WebSAMS?

A27: You may import the data of students' activities and self-accounts into the SLP module of WebSAMS and make use of the sub-module "JUPAS Application" to process the data relevant to JUPAS. (to top )

Q28: Is the sub-module "JUPAS Application" under the SLP module of WebSAMS able to generate the percentile from only one assessment? What other ways could be used to generate the percentile from more than one assessment?

A28: Schools could export any number of assessments from WebSAMS. This could be used as reference to generate the percentile that could best reflect students' academic performance.
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Q29: Is there any word limit for the “self-accounts” of SLP? Can it be the same as OEA?

A29: There is no word limit for the “self-accounts” of SLP. Schools can set word limit for the “self-accounts” at their own discretion to promote whole-person development or career planning among students.
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Others

Q30: In what language should Student Learning Profile (SLP) be written?

A30: SLP is a summary record of students' whole-person development. Building on existing practices, schools would assist students in creating this profile so that students could record and reflect on their learning experiences and achievements. Schools should, based on students' preference, choose appropriate language(s) such as Chinese, English or both languages so that students are able to effectively describe their whole-person development. Schools should also take note of the requirements of various stakeholders such as the requirements of institutions (e.g. some Mainland institutions may expect SLPs written in Chinese) when choosing the language(s). If needed, individual students may consider translating their SLPs for different stakeholders' reference. (to top )

Updated: 14 September 2015  (to top )

 

這個網站是為協助教師計劃高中的「其他學習經歷」和「學生學習概覽」而設立。建基在學校現有的優勢上,教師可使用這網站內有關的學校例子,以及社區資源去考慮如何更有效地推行「其他學習經歷」和「學生學習概覽」。本網站資源的版權屬教育局及相關機構所有,惟學校可下載作教學(非商業及非牟利)及參考用途。如有查詢,請致電2892 6242。

This website is established to help teachers plan the school-based OLE and SLP under the senior secondary curriculum. Building on the existing school practices, teachers could make use of the school examples and community resources as reference to consider how OLE and SLP could be implemented in an effective way. The copyright of the resources hosted in this website is co-owned by EDB and the organisations concerned. Schools could download the materials for learning and teaching (non-commercial and non-profit-making) and reference purpose. For enquiry, please contact us on 2892 6242.