中六的一月，家長與學生開始問 SLP 與 OEA 的寫法。兩份文件都屬自願遞交，都有明確的截止時間，也都在同一種讀者面前：一個不認識你的收生人員，手上只有這幾頁。Every January, parents and students start asking how the SLP and the OEA should be written. Both are submitted voluntarily, both have a hard deadline, and both are read by the same kind of person: an admissions officer who does not know you and has nothing but these pages.
多數人把兩份文件當成一張表，在截止前幾週才填。文件本身有另一條時間線。OEA 每項只有 40 字，要寫得具體，那件作品在動筆之前就要存在；SLP 的主要作品與個人自述由學校輸入，老師手上的紀錄來自在校的兩三年。寫法在中六決定，材料在中四開始收集。Most people treat the two documents as a form to fill in during the last few weeks. The documents themselves run on a different clock. An OEA entry is 40 words, and to be specific the work it describes has to exist before anyone writes a line; the SLP's major works and personal statement are entered by the school, from records kept over the two or three years before. The wording is decided in F.6. The material is collected from F.4.
以下把四種常見寫法並排，說明讀的人看到甚麼、看不到甚麼，再把同一個項目改寫成 40 字。時間表由 2027 年 1 月 20 日與 5 月 26 日倒數回去。The four ways below are how most AI projects get written into these documents. For each one the table sets out what an admissions reader sees and cannot see, and then the same project is rewritten in 40 words. The timetable works backwards from two dates: 20 January 2027 and 26 May 2027.
摘要Summary
- SLP 的紀錄由學校製作，遞交只有學生可以做；OEA 由學生自己填寫。兩份都屬自願遞交。The SLP is built from the school's records and only the student can submit it; the OEA is written by the student. Both are voluntary.
- OEA 最多十項，每項 40 字，可加一項 500 字附加資料，2027 年 1 月 20 日下午 5 時截止，逾期不能交或改。The OEA allows up to ten entries of 40 words each, plus an optional 500-word account. It closes at 5pm on 20 January 2027 and nothing can be filed or changed afterwards.
- SLP 只可由申請人在自己的 JUPAS 帳戶上載，PDF 不超過 3MB，不限內容格式，2027 年 5 月 26 日下午 5 時截止。Only the applicant can upload the SLP, from their JUPAS account: a PDF under 3MB with no content format prescribed by JUPAS, due by 5pm on 26 May 2027.
- 四種常見寫法都把動作寫走了：寫課程、寫獎項、寫工具、寫感想。可用的寫法有四個位置：角色、任務、產出、證據，40 字寫得完。The four common ways drop the action: the course, the award, the tool list, the feeling. A workable entry has four parts, role, task, output and evidence, and fits in 40 words.
- 材料要從中四開始留：F.4 探索、F.5 產出、F.6 收束。最緊的一格在一月，OEA 截稿與 SLP 個人自述的最終輸入同期。The material has to be collected from F.4: explore, produce, then close. January is the tight point, when the OEA closes and the final SLP personal statement is entered.
SLP 與 OEA 各要甚麼What the SLP and the OEA each ask for
兩份文件常被當成同一件事，其實由不同的人製作、在不同時間截止、字數上限也不同。OEA 屬第二階段（2027 年 1 月至 4 月），SLP 屬第三階段（2027 年 5 月至 6 月）[4]。The two documents are usually treated as one job. They are produced by different people, close at different times and allow different lengths. The OEA sits in Period 2 (January to April 2027) and the SLP in Period 3 (May to June 2027)[4].
| 項目Item | SLP 學生學習概覽SLP: Student Learning Profile | OEA 比賽／活動的經驗及成就OEA: Other Experiences and Achievements |
|---|---|---|
| 由誰製作Who produces it | 學校。模組抽取基本資料、校內成績、獎項與課外活動，老師再輸入主要作品、其他學習經歷、校外表現與個人自述[3]。The school. The module draws in basic data, in-school subject results, school awards and extra-curricular records; teachers then enter major works, other learning experiences, external achievements and the personal statement[3]. | 學生。最多十項獎項或活動，可加一項 500 字附加資料[1]。The student. Up to ten awards or activities, with an optional 500-word piece of additional information[1]. |
| 由誰遞交Who submits it | 只有申請人。學校不能代交，由學生在自己的 JUPAS 帳戶上載[2]。Only the applicant. The school cannot do it; the file goes up from the student's JUPAS account[2]. | 申請人。被抽查時，證明文件要在同一日或之前上載，格式限 PDF／JPG／JPEG／PNG，不超過 1MB[1][5]。The applicant, from the JUPAS account. If an entry is selected for verification, the documents are due by the same deadline, in PDF, JPG, JPEG or PNG and no more than 1MB[1][5]. |
| 截止時間Deadline | 2027 年 5 月 26 日下午 5 時，逾期不接受[2]。5pm on 26 May 2027. Late submission is not accepted[2]. | 2027 年 1 月 20 日下午 5 時，逾期遞交或修改一律不接受[1]。5pm on 20 January 2027. Late submission or amendment is not accepted[1]. |
| 格式與上限Format and limits | PDF，不超過 3MB；JUPAS 不指定內容格式[2]。A PDF of no more than 3MB; JUPAS prescribes no content format[2]. | 每項簡介中文或英文 40 字；附加資料 500 字[1]。Each description in Chinese or English up to 40 words; the additional information up to 500[1]. |
| 長文放在哪裡Where the long text goes | 個人自述由學校輸入，S6 最終版本在該年一月[3]。The personal statement, entered by the school; the final F.6 version goes in during January[3]. | 500 字附加資料，寫一項影響個人成長的經驗[1]。The 500-word additional information: one experience that shaped the applicant's growth[1]. |
| 一件 AI 作品放在哪裡Where an AI project sits | 主要作品、其他學習經歷、校外表現三個欄位[3]。One of three fields: major works, other learning experiences, external achievements[3]. | 一項活動的 40 字簡介，或那項的 500 字附加資料[1]。The 40-word description of one activity, or the 500 words about it[1]. |
三件事由此而來。SLP 的內容大部分由學校留下，學生能做的是把紀錄送到老師手上，把個人自述寫得具體。OEA 的 40 字由學生自己寫，字數少，考的是選擇。一月二十日之後，OEA 不能再改。Three consequences follow. Most of the SLP is kept by the school, so the student's job is to get the record to the teacher and make the personal statement specific. The 40 OEA words are written by the student, and there are few of them, so the entry is a choice. The deadlines sit four months apart, and after 20 January the OEA cannot be changed.
一張證書與一件作品的分別A certificate and a piece of work are not the same evidence
課程證書在 OEA 是一項合法紀錄：範疇可選「實習／座談會／講座／訓練／工作坊」，證明文件用主辦機構或學校簽發的證書[1]。問題在 40 字寫了甚麼。整段只有課程名稱、機構與年份，讀的人看到一個人上過課；出席記錄得到，能力記錄不到。A course certificate is a legitimate OEA entry: the activity nature can be a training or workshop, and the supporting document can be a certificate issued by the organiser or the school[1]. The question is what the 40 words say. A course name, an institution and a year tell the reader that someone attended. Attendance can be recorded. Capability cannot.
一件帶過程紀錄的作品不同。收生人員不需要知道 Vibe Coding 或 RAG 是甚麼，只要知道你負責哪一步、輸入與輸出、交出甚麼。過程紀錄把一句話變成可以核對的陳述：日期、版本、兩次嘗試的分別、導師評語。A project with its working record is different. The reader does not need to know what Vibe Coding or RAG is; they need to know which step you took, what went in and what came out, and what you handed over. A working record turns a sentence into a statement that can be checked: dates, versions, the difference between two attempts, a tutor's note.
SLP 由校內紀錄組成，證明你在學校做過甚麼；OEA 的 40 字是你自己寫的一句陳述。證書屬於第三類：它是對照填報內容的證明文件[1]，本身不構成故事。This is how the two documents divide the work. The SLP is built from school records and shows what you did at school; the OEA entry is one statement you write. A certificate is a third kind of document: one used to check what was entered[1], and alone it tells no story.
三段時間表A three-stage timetable
兩個截止日期之間有兩年半的工作。排成三段，每段留下一份紀錄，材料就不會在中六的一月才開始找。Two and a half years of work sit between the two deadlines. Split into three stages, each leaving one record behind, the material does not have to be found in January of F.6.
| 階段Stage | 要完成的事What to finish | 留下的紀錄What stays on file |
|---|---|---|
| F.4 探索F.4: explore | 試兩三個工具，做一個小作品，容許不完整。重點是知道自己對哪類題目有興趣。Try two or three tools and make a small piece, incompleteness allowed. The point is to learn which kind of problem holds your interest. | 第一次的檔案、幾張過程相片、導師評語。The first files, a few photographs of the process, a tutor's note. |
| F.5 產出F.5: produce | 選一個題目做完：有成品、有示範、有場合把它交出去。Pick one problem and finish it: a finished piece, a demonstration, and an occasion inside or outside school where it is handed over. | 成品檔案或連結、過程紀錄、比賽或分享會的場刊。The finished file or link, the working record, the programme of a competition or sharing session. |
| F.6 收束F.6: close | 九月至十二月寫好兩份文字：40 字一項、500 字一項。一月二十日交 OEA，五月二十六日或之前上載 SLP。Write the two texts between September and December: one at 40 words, one at 500. File the OEA by 20 January and upload the SLP by 26 May. | 兩份定稿、證明文件、符合 3MB 的 PDF。Two final texts, the supporting documents, a PDF under 3MB. |
倒數回去，最緊的一格在一月。OEA 一月二十日截稿，逾期不能改[1]；教育局的流程也把 S6 個人自述最終版本放在一月[3]。五月二十六日是上載日期，寫作在一月前完成；到中六才回頭找兩年前的檔案，多數已散。Counted backwards, the tight point is January. The OEA closes on 20 January and cannot be amended after that[1], and the module's cycle enters the final F.6 personal statement in the same month[3]. The 26 May deadline is for uploading; the writing ends before January. Files from two years ago are usually scattered by the time F.6 arrives.
中三選科要考慮的事What S.3 subject choice does and does not change
中三選科與 SLP、OEA 的關係，比家長之間流傳的說法窄。選科改變的是校內可以用來做項目的資源，在文件上沒有對應的分數。The link between S.3 subject choice and the SLP or OEA is narrower than the version passed around among parents. Subject choice changes the resources a school can put behind a project. It carries no mark in either document.
具體有三處：由哪一科的老師帶專題研習與校外比賽；可以使用哪些實驗室、器材與電腦室；中四至中六的時間表上有沒有空間放其他學習經歷。學校把科學比賽交給物理與化學科老師帶，選了這兩科的人自然多一個入口。Three places, specifically: which subject's teachers run project work and external competitions, which laboratories and computer rooms a project can use, and whether the F.4 to F.6 timetable has room for other learning experiences. If a school hands its science competitions to the physics and chemistry teachers, students taking those subjects have one more door in.
選科不改變的是：OEA 的範疇按活動性質分類，不按選修科分類[1]；SLP 的欄位是校內成績、主要作品、其他學習經歷、校外表現與個人自述[3]。兩份文件都沒有「選修科」這一欄，也沒有寫明選科會影響評分。所以「選了文科就不能寫 AI 項目」這個說法沒有依據：項目可以在專題研習、其他學習經歷或校外課程裡發生，只要有紀錄留下。What it does not change: OEA categories follow the nature of the activity, not the elective[1], and the SLP's fields are subject results, major works, other learning experiences, external achievements and the personal statement[3]. Neither document has a field for electives, and neither says subject choice affects a mark. The claim that an arts student cannot write an AI project has nothing behind it: the project can happen in project work, in other learning experiences or on a course outside school, as long as a record is kept.
選科前還值得問一句：哪幾位老師帶校外比賽，因為一個做不完的項目，寫不成一件作品。如果同時要決定先投入 AI 素養還是編程，可以看〈AI 素養與編程的分別〉：兩者訓練的能力不同，在香港課程與 JUPAS 文件裡的位置也不同。Before choosing, ask the school how this subject runs its project work, which teachers take external competitions from F.4 to F.6, and how much timetable space other learning experiences get. The last one is the practical question, because a project that is never finished cannot become a piece of work. If the choice also decides whether to put time into AI literacy or into coding first, the difference between the two is worth reading: they train different abilities and sit in different places in Hong Kong curricula and JUPAS documents.
四種寫法與各自的問題Four ways of writing it, and what goes wrong with each
四種都出現在真實的 OEA 與個人自述裡，共同點是把做過的事寫成看不出做過的事。One project, four ways of writing it. All four appear in real OEA entries and personal statements, and all four make work that was done read as work that cannot be seen.
| 寫法The way it is written | 常見寫成點樣What it usually says | 評審看到甚麼（或看不到甚麼）What a reader sees, or cannot see | 換成怎樣寫What to write instead |
|---|---|---|---|
| 寫成上過一個課程As a course attended | 「2026 年完成 AI 入門課程，獲頒證書。」課程名稱、機構、年份，然後結束。"Completed an introductory AI course in 2026 and received a certificate." A course name, an institution, a year, and the sentence ends. | 看到你坐完幾堂課，看不到你做到甚麼。證書對得上出席，作品不在句子裡。That you sat through the lessons, not what you made. The certificate matches the attendance and the work never appears. | 寫課程裡做的那一件作品：你負責哪一步、用甚麼材料、交出甚麼。課程名稱留到最後。Name the one piece made in the course: which step you took, what you used, what you handed over. The course name goes last. |
| 寫成獎項清單As a list of awards | 「AI 創新比賽冠軍、最佳匯報獎、校內科技比賽亞軍。」三行都是名次。"Champion in an AI innovation competition, best presentation award, runner-up in the school technology competition." Three lines, all of them placings. | 看到名次，看不到作品，也看不到你在團隊裡做哪一部分。團隊獎容易讀成別人的功勞。The placings, not the project and not your part in a team. A team award in particular reads as someone else's work. | 選一個獎，寫作品與你的角色，名次放在最後一句。Take one award, describe the project and your role, and put the placing in the last clause. |
| 寫成工具清單As a list of tools | 「使用 ChatGPT、Midjourney、Python 與 TensorFlow 完成專題。」"Used ChatGPT, Midjourney, Python and TensorFlow for the project." | 看到你聽過哪些工具。工具名誰都能寫，讀的人也不一定具備技術背景；術語愈多，讀得懂的人愈少。Which tools you have heard of. Anyone can write a tool name, and the reader may have no technical background: the more jargon, the fewer people it reaches. | 寫工具解決的問題：輸入是甚麼、你改了哪個設定、輸出改善幾多。工具名最多留一個。Describe the problem the tool solved: what went in, which setting you changed, how much the output improved. Keep at most one tool name. |
| 寫成感想As a reflection | 「這次經歷讓我明白到堅持的重要，也學會了團隊合作。」"This experience taught me the importance of persistence and how to work in a team." | 看到感受，看不到事情。同一句可以放在任何活動後面，證明不了你做過甚麼。A feeling with no event behind it. The same sentence fits any activity, which is why it proves nothing. | 把感想換成一個決定：卡在哪裡、試過哪兩個做法、最後選哪一個，為甚麼。Turn the reflection into a decision: where it stalled, the two approaches you tried, which one you chose, and why. |
四種寫法漏掉的是同一個位置：動作。可以放進 40 字的有四個位置：角色、任務、產出、證據。角色是你負責的部分，任務是你做的工序，產出是交出甚麼，證據是一個可以核對的數字、日期或紀錄。All four leave out the same element: the action. An entry that works in 40 words has four parts. The role is the part you took on, the task is the work you did, the output is what was handed over, and the evidence is a number, a date or a record that can be checked.
範例（中文連標點 40 字以內）：「我負責訓練分類模型：收集相片、標註，開放日示範，錯誤率由38%降至12%。」An example (within 40 words in English): "I trained a campus recycling classifier: collected photographs, labelled them, demonstrated it on open day, and the error rate fell from 38% to 12%."
範例的項目是校園回收分類，四個位置都在裡面：負責訓練（角色）、收集與標註（任務）、模型與開放日示範（產出）、錯誤率由 38% 降到 12%（證據）。句子裡沒有形容詞，也沒有感想。中文那一版連標點與數字計，仍在 40 字以內；英文版的上限是 40 words。The example is a campus recycling classifier, and the four parts are all in it: training the model (role), collecting and labelling (task), the model and the open-day demonstration (output), and the error rate falling from 38% to 12% (evidence). There is no adjective and no reflection. The Chinese version counts punctuation and digits and still fits inside 40 characters; the English box allows 40 words.
我們怎樣教How our courses leave evidence behind
我們的課程以一件成品收尾，課堂只是過程。「AI 智慧健康」科學創客營用 AI 影像分析檢測膚質，親手調配洗頭水或面霜，帶走實體科研作品；一人公司 AI 青年總裁培育計劃用 5 模組 30 堂把點子做成可演示的 AI 產品，最後完成 3 分鐘路演；互動式數字人校園實戰課程用 Vibe Coding 與 RAG 做出會說話的數字人，部署到校園觸控大屏。Our courses end with a finished piece, not with the last lesson. The AI for Science Maker Camp uses image analysis on skin and has students formulate a shampoo or moisturiser, so what they take away is a physical research piece. The One-Person Company programme spends five modules and thirty lessons turning an idea into a demonstrable AI product and closes with a three-minute pitch. The Interactive AI Digital Human course builds a digital human on a school knowledge base and deploys it to a campus touchscreen.
每件成品留下三種紀錄：成品本身、過程紀錄，以及出席與完成的證書。過程紀錄包括每次的版本、兩次嘗試的分別，與導師課後寫的兩三句。這些是 500 字附加資料與個人自述的原料；證書是證明文件，價值是一行。Each finished piece leaves three kinds of record: the piece itself, the working record, and a certificate of attendance and completion. The working record holds each version, the difference between one attempt and the next, and two or three sentences a tutor writes after a lesson. That is the raw material for the 500-word account and the personal statement; the certificate is a supporting document worth one line.
家長可以向導師要四樣：成品檔案或連結、過程紀錄、印有課程名稱與日期的完成信，以及作品圖片的使用許可。許可用於校內分享與 SLP 主要作品欄。Parents can ask the tutor for the finished file or link, the working record, a completion letter carrying the course name and the dates, and permission to use photographs of the work. The permission is for sharing inside school and for the SLP's major works field.
誠實的限制：40 字不能承載一個項目，它是一句標籤。證據檔案是另一半。沒有它，40 字只是一句形容詞；有了它，一句話可以被核對。SLP 的主要作品由學校輸入[3]，所以檔案要在學生手上，並在學校收集之前交到負責老師那裡。全部課程與日期見〈課程一覽〉。The honest limit: 40 words cannot carry a project, only label it. The evidence file is the other half. Without it the 40 words are an adjective; with it, one sentence can be checked. The SLP's major works are entered by the school[3], so the file has to stay with the student and reach the teacher before the school's collection window. The full course list and dates are on the course schedule.
