「其他學習經歷」的時間安排：校本「自我檢視」工作資料庫

• 本資料庫內的學校示例，只說明每項自我檢視工作，展示了學校的「其他學習經歷」活動如何符合有關的時間要求。學校還推行了許多不同的「其他學習經歷」活動，讓學生達至全人發展。在這自我檢視工作中， 主要是紀錄為所有學生而設並符合「其他學習經歷」學習期望的活動。
• 學校可視乎本身的情況，在三年內靈活分配「其他學習經歷」的課時(或等同的學習時間)。

舉例來說：

為方便自我檢視，所採用的為每年預計的課時編配平均數。

• 大部分藝術發展及體育發展可透過有組織的課堂推行，而許多學校已付諸實行。德育及公民教育則一般在班主任課或集會、指定課節及其他課外活動中推行，以培養學生正面的價值觀。如有需要，與工作有關的經驗及社會服務可安排於課後、考試結束後、周末或學校假期舉行。
• 就「其他學習經歷」時間編配進行自我檢視的唯一目的，是為了讓學校得以確保學生有足夠的「其他學習經歷」機會。因此，我們提倡採用「基線模式」。換言之，在自我檢視工作中，「其他學習經歷」的實際時數並不重要，只要超過建議的最低時間要求便可。值得注意的是，「其他學習經歷」的活動質素(當中包括學生的參與)尤為重要。因此，我們建議學校致力提高/確保「其他學習經歷」的「質」而非「量」。

全方位學習及圖書館組

更新日期：二零零九年十月十二日

OLE Time Arrangement: Database of School-based ‘Self-check’ Exercises

Purpose:

• To encourage professional sharing among schools in terms of planning OLE time.
• To illustrate how schools could tell their ‘stories’ through self-checking their provisions (including both existing and intended) in the light of fulfilling the suggested OLE time allocation in NSS.
• To promote different good practices, innovative ideas and strategies in OLE to meet the expected outcomes.

• Each school example in this Database only illustrates a ‘self-check’ exercise showing how a school’s OLE programmes can satisfy the said time requirements. Schools also conduct many other OLE activities to foster whole-person development among students. The enlisted provisions are only those arranged for all and best fit the OLE aims and expected outcomes in this self-checking calculation.
• Based on specific school context, schools may spread OLE lesson time (or learning time equivalent) over the three years flexibly.

For example:

To facilitate self-checking, an average of the estimated time allocation per year has been taken.

• Aesthetic Development and Physical Development could be largely implemented in the form of structured lessons, which are already available in many schools. Moral and Civic Education is commonly provided in class teacher’s periods or the assemblies, specifically assigned lessons and other outside class events to develop positive values. Career-related Experiences and Community Service could be arranged after school, during post-examination, weekends or school holidays if required.
• The only purpose of conducting such self-check of OLE time arrangement is for schools to ensure sufficient OLE opportunities for their students. ‘Minimum threshold approach’ is thus advocated. In other words, the exact OLE time is not important in the exercise as long as it is above the suggested minimum time requirement. It is worth noting that the quality of programme in OLE, including student engagement, is much more important. Schools are thus advised to put more effort on enhancing/ensuring quality of OLE rather than its quantity.

For details, please refer the article “A Self-checking Workflow of OLE Time Arrangement”  (http://www.edb.gov.hk/cd/ole/ole_articles/)

Life-wide Learning and Library Section

Last updated: 12 Oct 2009