問1︰ 根據教育局通函第48 /2013號的課時安排建議，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「其他學習經歷」整體課時的規劃內，以便作出全面的規劃。 (至頁頂 )
問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」。教育局通函第48 /2013號 的建議，是否鼓勵學校減少發展學生全人教育的機會？
有關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 )
問4︰ 教育局通函第48 /2013號中有關「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」？
「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 )
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 )
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 )
答7︰學校須確保學生在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 )
答8： 部份教師或會因「舊有觀念」而擔心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%，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 )
答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 )
問11︰ 在教育局通函第48 /2013號中容許彈性調配「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？
答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 )
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 )
答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 )
答 15：不會。高中課程架構下的「其他學習經歷」是指由學校舉辦或確認的活動，於整體學校課程規劃中，佔總課時10%或以上，以促進學生全人發展。然而，學校仍可決定是否讓學生在「學生學習概覽」內，記錄他們在校外所參與的項目或獲得的獎項及成就。 (至頁頂 )
答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 )
答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 )
答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 )
答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 )
答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，而花費越多的項目不一定比花費較小的有較大成效。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 )
「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? 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。
答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2017年3月為止，30所非聯招的專上院校、90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)
Q1: According to the recommendation on OLE time arrangement in Education Bureau Circular Memorandum(EDBCM) No. 48/2013, 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 recommendation in EDBCM No. 48/2013 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 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'
Q4: Would the recommendation in EDBCM No. 48/2013 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 senior secondary 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 senior secondary 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 senior secondary 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?
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).
Q11: How could we ensure students to have a balanced development in the five areas of OLE according to the modification (10–15%) of lesson time arrangement in EDBCM No. 48/2013?
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?
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
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 and 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. OLE under the senior secondary curriculum framework refers to the programmes organised and/ or recognised by schools, which occupies 10% or more curriculum time in their whole school curriculum planning, with an aim to foster students’ whole-person development. Nevertheless, schools are also allowed to have the discretion to record students’ other learning experiences through their participation in or achievements gained outside school in their SLPs. (to top )
Q16: Are students' self-arranged activities or their participation in other programmes outside schools counted as OLEs?
No. OLE under the senior secondary curriculum framework refers to the
programmes organised and/ or recognised by schools. 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.
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 )
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 expensive programmes may not be more effective than those 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 )
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 senior secondary 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
- academic performance in school (other than results in the
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.
- academic performance in school (other than results in the
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 senior secondary education, 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;
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 customise 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 to 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 senior secondary curriculum. (to top )
Q17: Some media reported that the lesson time of the senior secondary 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, summarise 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 March 2017, apart from JUPAS, 30 non-JUPAS post-secondary institutions, 90 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 March 2017, 30 non-JUPAS post-secondary institutions, 90 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.
What is the difference between SLP and the OEA form?
Should all JUPAS OEA items be extracted from SLP?
What is the consequence if I do not submit my SLP?
Q24: Are there any recommendations on how to
write the JUPAS “Additional Information” based on students' SLP “self-accounts”?
Are there any guidelines to select information on activities for the OEA
Would WebSAMS provide any support to help students extract relevant
information from SLP to prepare for JUPAS application?
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 )
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?
Is there any word limit for the “self-accounts” of SLP? Can it be the
same as OEA?
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 24 July 2017 (to top )
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.