Environmental and Zoo Education Centres Principals Conference

Transcription

1 Environmental and Zoo Education Centres Principals Conference Nicholas Perkins Leader, Primary Curriculum, Learning and Leadership

2 CURRICULUM Supporting implementation of new NSW syllabuses CPPA&R Policy Review Sustainability Education Policy Review Integrated Learning and Learning across the curriculum Early Learning and Primary Education

3 New Syllabuses for the Australian Curriculum Early Learning and Primary Education

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6 Supporting quality implementation with registered professional learning Available now: The learner and the new curriculum Teaching for the new curriculum Your school and the new syllabuses (course for each syllabus) Coming early Term : A process for programming a unit of learning: <learning area> K-10 (course for each syllabus)

7 Supporting quality implementation with registered professional learning Coming in 2014: Integrated Learning Differentiated Learning Using the Literacy continuum K-10 Using the Numeracy continuum K-10

8 Other implementation support School-based action learning projects to inform professional learning courses in Integrated Learning and Differentiated Learning and to collect sample units of learning for sharing Local capacity building workshops with Educational Services in Term 4, to ensure officers supporting schools are well supported during transitional period Adobe Connect professional learning sessions on specific aspects of each syllabus (live and recorded) Building capacity resources on specific aspects of each syllabus are available online Designing a presence on Scootle Community

9 New resources SCOOTLE in NSW Prioritises NSW resources Provides NSW focussed information Easily accessible through portal using DEC ID (Single Sign On) Due to go live late October Scootle Community is a new social network designed exclusively for Australian teachers. It is designed to support interaction and collaboration with teachers all over the country. NSW DEPARTMENT OF EDUCATION AND COMMUNITIES LEARNING AND LEADERSHIP, SECONDARY EDUCATION

10 Curriculum planning and programming, assessing and reporting to parents K-12: a review of policy and policy standards Early Learning and Primary Education

11 The Policy Context Melbourne Declaration on Educational Goals for Young Australians (December 2008) committed to support all young Australians to become: - successful learners - confident and creative individuals - active and informed citizens.

12 The Policy Context Public Schools NSW Strategic Directions : Innovative practices for 21st century learners & learning, quality teaching framework, student centred learning, new syllabuses incorporating Australian Curriculum curriculum breadth and access for all students. Recent NSW education policy reform: - LSLD, GTIL, ESES - Record of School Achievement - new syllabuses for the Australian Curriculum - current review of languages education - new DEC policy for SRE and SEE

13 The Policy Context International research and policy innovation around: personalised learning and differentiated learning quality teaching and student-centred new pedagogies integrated and cross-curricular learning with an emphasis on 21st century skills or new basics assessment of students individual progress along a developmental continuum rather than on judging student achievement against age-expectations.

14 Policy review Discussion Paper under development for consultation What we would like to do Place students at the centre of their learning (all students can succeed; holistic student profiling; differentiated learning) Ensure Quality Teaching drives curriculum planning, programming and assessing (Intellectual Quality, Quality Learning Environment, Significance)

15 Policy review What we would like to do Emphasise integrated and cross-curricular learning including 21st century skills (multi-disciplinary, cross-disciplinary, inter-disciplinary; learning across the curriculum) Emphasise assessment for, as and of learning that focuses on student progress (achievement variability; prior knowledge, readiness, precision in action; emotional impact of success )

16 Policy review What we would like to do Emphasise broader assessment that includes an holistic approach to student profiling (learning across the curriculum; affective dimension) Align requirements with recent changes to other NSW education policies (RoSA, new syllabuses for the AC, SRE and SEE policy, Languages K-10 review, Sustainability Education Policy Review)

17 Policy review What we would like to do Report on student progress Report on the whole student, including the affective dimension of learning (interest, engagement, effort) Report on students reflection on their own learning Report on students learning across the curriculum (general capabilities, cross-curriculum priorities) Reporting to inform improvement at all levels

18 Sustainability Education Policy Early Learning and Primary Education

19 What s changing Replaces the Environmental Education Policy for Schools Broadened to reflect a more contemporary understanding of sustainability education Sustainability education and management incorporated into the School Plan rather than a separate School Environmental Management Plan Programming for sustainability education to integrate learning across the curriculum K-12 (Sustainability a cross-curriculum priority in new syllabuses for the Australian Curriculum).

20 Integrated Learning Early Learning and Primary Education

21 Why Integrated Learning? Helps manage the scope of the whole curriculum (to ensure breadth and depth) Supports deep understanding through making connections between subjects around core concepts or big ideas Situated in authentic contexts that are relevant and meaningful to students lives motivating and engaging Prepares students for the complexity of real-world problems (in work and life) Foregrounds Learning across the curriculum areas important to 21 st century learners and learning

22 Why Integrated Learning? Shanghai and Hong Kong reducing the emphasis on rote learning and increasing the emphasis on deep understanding, the ability to apply knowledge to solving new problems and the ability to think creatively. All of these are reflected in deep reforms to the curriculum and examinations. These changes have been accompanied by greater curricular choice for students and more latitude for local authorities to decide on examination content, which in turn is loosening the constraints on curriculum and instruction. (OECD)

23 Why Integrated Learning? Concrete changes include dilution of the disciplined structure of subjects so as to re-organise content according to life-relevance and progression in learning; the introduction of new integrated contents at the cross-over between natural sciences and humanities... (OECD)

24 Why Integrated Learning? There have been numerous research studies which associate integrated curriculum approaches with: Improved student outcomes Increased student engagement Teacher effectiveness Future-focused capabilities and skills.

25 Integrated Learning and teacher effectiveness An extensive study of teaching and learning effectiveness. This benchmarking study in 18 case study schools revealed statistically significant differences in measures of the effectiveness of pedagogies employed in classrooms with integrated curriculum compared to those in subject specific classrooms where curriculum integration is in place, teacher pedagogical scores are significantly higher in all four domains of the Productive Pedagogies /78649_1.pdf?sequence=1

26 Integrated Learning and 21C skills Cross curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia's engagement with Asia Sustainability General capabilities Critical and creative thinking Ethical understanding Information and communication technology capability Intercultural understanding Literacy Numeracy Personal and social capability Other learning across the curriculum areas Civics and citizenship Difference and diversity Work and enterprise

27 How integrate learning? Multi-disciplinary, cross-disciplinary, inter-disciplinary, correlated Action research project to gather exemplars and inform development of professional learning Implicit (seamless) inclusion of learning from across the curriculum and Explicit reflection on the learning

28 Integrating with Integrity

29 Sustainability and integrated learning Sustainability is a cross-curriculum priority in new syllabuses for the Australian Curriculum (embedded across curriculum; and context for integration) New Sustainability Education Policy to require programming that integrates learning across the curriculum K-12

30 Sustainability and integrated learning Sustainability education necessarily involves integrated learning Sustainability is a scientific perplexity that cannot be solved purely by science Sustainability reflects real-world complexity and uncertainty a contemporary problem that requires negotiating understandings drawn from a number of different traditional disciplines

31 Questions?

32 Nicholas Perkins Leader, Primary Curriculum Learning and Leadership