Developing 21 st century competencies through disciplines of knowledge
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Developing 21st century competencies through disciplines of knowledge
Barry McGawVice-Chancellor’s Fellow, University of MelbourneChair, Australian Curriculum, Assessment and Reporting Authority
Education and 21st Century Competencies National Symposium
Muscat, Sultanate of Oman22-24 September 2013
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Simultaneous treatment of disciplines and 21st century skills Presenting the curriculum electronically Linking resources to the curriculum for teachers
Outline of presentation
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Simultaneous treatment of disciplines and 21st century skills
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Cisco/Intel/Microsoft Assessment and Teaching of 21st century skills project White paper defining 21st century skills
• Ways of thinking– Creativity and innovation– Critical thinking, problem solving and decision making– Learning to learn and metacognition
• Ways of working– Communication– Collaboration and teamwork
• Tools for working– Information literacy– ICT literacy
• Living in the world– Citizenship – global and local– Life and career– Personal and social responsibility
21st century skills for the 21st century
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Are they uniquely 21st century? Most have been important for centuries The technology-rich environment is new
Nomenclature General capabilities not 21st century skills Literacy Numeracy Information and communication technology capability Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding
Key questions Do we have developmental continua for these capabilities? What content would be required for their development?
Australian Curriculum view of 21st century skills
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28ATC21S Australian CurriculumWays of thinking
Creativity and innovationCritical and creative thinking
Critical thinking, problem solving & decision making
Learning to learn and metacognition Personal capability
Ways of working
Communication Literacy
Collaboration and teamwork Social capability
Tools for working
Information literacyICT capability
ICT literacy
Numeracy
Living in the world
Citizenship – global and local Intercultural understanding
Life and career Ethical understanding
Personal and social responsibility Personal and social capability
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Central place for content Preserving the disciplines
• Disciplines are the result of several millennia of human effort• Research on expertise shows importance of deep, domain-specific
knowledge Attending to some current, cross-curriculum priorities
• Aboriginal and Torres Strait Islander histories and cultures• Asia and Australia’s engagement with Asia• Sustainability
Form of curriculum content Content descriptions setting out learning entitlements Content elaborations for teachers who would like more details Achievement standards with annotated samples of student work
Can the same content serve the general capabilities?
Australian Curriculum view of knowledge disciplines
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28Structure of the Australian Curriculum
Critica
l and Creative
Thinking
ICT Capabiity
Ethica
l Und
erstan
ding
Intercultu
ral Underst
anding
Personal a
nd Social C
apability
NumeracyLiteracy
7 General Capabilities
Sustainability
Asia and Australia’sLinks with Asia
Aboriginal and Torres StraitIslander Histories and Cultures
3 Cross-curriculum Priorities
Can general capabilities be covered in the cells?
Many cells will be empty.
Lang
uage
s
Civ
ics
and
Citi
zens
hip
Eco
nom
ics,
Bus
ines
s
The
Arts
Hea
lth a
nd P
hysi
cal E
duca
tion
Tech
nolo
gies
Geo
grap
hy
His
tory
Sci
ence
Mat
hem
atic
s
Eng
lish
11 Disciplines/Learning areas
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Presenting the curriculum electronically
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F-10• English, mathematics,
science, history, geography available.
• Rest due by end of 2013.
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This button opens curriculum by learning area, general capability, cross-curriculum priority and year (grade) level.
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Icons indicate general capabilities and cross-curriculum priorities for which the content descriptions are relevant.
Filter by year (grade) levels,strands, general capabilities, cross-curriculum priorities.
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Icons for general capabilities and cross-curriculum priorities
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Use this view to display content and content elaborations.
Foundation year selected.
General capability & cross-curriculum priority icons.
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Display filtered on:Grade/year
4Strand
Science understandingGeneral capability
Critical & creative thinking
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Organising elements
The Critical and creating thinking learning continuum is organised into four interrelated elements, each detailing differing aspects of thinking. The elements are not a taxonomy of thinking. Rather, each makes its own contribution to learning and needs to be explicitly and simultaneously developed.
Inquiring – identifying, exploring and organising information and ideas
Generating ideas, possibilities and actions
Reflecting on thinking and processes
Analysing, synthesising and evaluating reasoning and procedures.
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Six levels cover the years F to 10. Level 1 – Foundation Level 2 – Years 1-2 Level 3 – Years 3-4 Level 4 – Years 5-6 Level 5 – Years 7-9 Level 6 – Years 9-10
In this display, 3 levels can be seen at a time, either 1-3 or 4-6.
Asking why events make people happy or sad.
Asking who, when, how and why about a range of situations and events.
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Linking resources to the curriculum for teachers
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Website of resources linked by meta-tags to the Australian Curriculum
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Filtered on:Grade/Year 4Critical & creative thinking
Now select:View elaborations and matching resources
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Resources for students and teachers help with personalisation of learning for students.
The resources can be filtered by type.
182 resources listed below.
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Australian Curriculum Includes 21st century skills as general capabilities Is also, very importantly, organised by disciplines/learning areas. Provides developmental continua for both
Electronic presentation Allows users to filter the curriculum in various ways. Allows ready connection with a database of electronic resources
Powerful confluence of developments that is supporting a major curriculum change in Australia.
Review and conclusion
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Thank you.