Suggested Time Allocation of OLE
In order to achieve the learning objectives of OLE – providing students with a broad and balanced curriculum with diverse learning experiences to foster whole-person development as well as consider the school-based development of the majority of schools, the suggested time allocation of OLE is 10% to 15% of the total lesson time for the continual enhancement of a balanced development of students through the five areas of OLE (Values Education, Community Service, Career-related Experiences, Aesthetic Development and Physical Development).
In response to the latest curriculum development of “Measures to Optimise the Four Senior Secondary Core Subjects”in 2021, schools should release lesson time and enhance curriculum flexibility to create space for students to facilitate them participate more actively in Other Learning Experiences, life-wide learning activities, and engage in other personal pursuits to cater for their different interests, abilities and aspirations. The new suggested time allocation of OLE is 10% or above effective from S4 in the 2021/22 school year. A maximum or minimum percentage is adopted in place of a rigid number to highlight this flexibility. Schools are encouraged to offer more learning experiences (e.g. cross-curricular activities) and adopt flexible timetabling to better support students with different learning needs.
|Other Learning Experiences||Suggested Time Allocation of OLE (in percentage) (Latest)|
10-15% (S6) and
≥ 10% (S4 and S5)
(For each area, schools have the flexibility to make adjustments accordingly upon their existing practices and strengths.)
Schools are encouraged to have flexible planning of OLE (including time-tabled and non-time-tabled learning time) for students throughout the three years of the SS education. Besides, schools can make school-based arrangement upon their professional judgment and flexibility in the time allocation of OLE. All along, it is the quality of OLE that matters, rather than the quantity. Schools should facilitate students to deepen and consolidate their own learning through quality reflection so as to nurture students' life-long learning capability and foster their whole-person development. In the implementation of OLE, it is always NOT just about satisfying the suggested percentage of time allocation, due consideration should be given to the overall planning on the expected learning objectives and outcomes of the respective learning experiences.
Building on the strengths and experiences the school has already had, due consideration should be given to the suggested modes of implementation for each type of OLE. For example, Aesthetic Development and Physical Development could be largely implemented in the form of structured lessons, which are already available in many schools. Values Education is commonly provided in class teacher periods or the assemblies, specifically assigned lessons and other outside class events to develop positive values. Initiatives such as life-skills education, character education, ethics and religious education could be part of Values Education. Career-related Experiences and Community Service could be arranged after school, during post-examination time, weekends or school holidays if required.
Schools are encouraged to build OLE into their existing practices and strengths, review regularly to identify 'gaps' and 'over-dos', and make necessary adjustments accordingly. It is not quantity, but quality that matters. Try to avoid re-inventing the entire programmes or 'change for the sake of change'.