PRIMARY TEACHERS NETWORK GLOBAL EDUCATION GENERAL ... - ptn Welcome to the Primary Teachers Network

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    Introduction: Welcome to the Primary Teachers Network (PTN) Global Education General Capabilities Teaching Resource. The resource has come about through the collaboration of the PTN and the University of Wollongong. Please find below:

    1) The background to the conference and workshops that led to the creation of the resource.

    2) ‘How to use’ the resource and receive follow-up support. 3) The resource containing some frameworks for creating global education units of

    work, underpinned by specific general capabilities, units of work created by the participating groups and a copy of a reference framework created by Global Education NSW called, ‘Global Perspectives: A framework for the development of active global citizenship in NSW schools’.

    Background to this resource: Funded by the PTN, a two-day conference was held at the University of Wollongong (UOW) – 17th and 24th May 2019 - that brought together academics, representatives from ACARA, NESA NSW and the NSW Department of Education; primary school teachers from the department, Catholic and private sectors; and pre-service primary education teachers from UOW. The purpose of the conference was to:

    (a) discuss the history and purpose of global education and the general capabilities, and the roles that they play in the primary classroom

    (b) create frameworks designed specifically to support teachers to create units of work underpinned by general capabilities and global education

    (c) create units of work that were built using the above-mentioned frameworks. The conference organising committee comprised the following people: Dr Peter Andersen (School of Education, UOW); Kim Tsolakis (PTN); Dr Shona Gibson (School of Education, UOW); Rachelle Winning (Professional Experience Unit, UOW); Gila Adams (Assistant Principal, Gerringong Public School) and Aloma Stewart (Principal, Balgownie Public School). Attendees at the conference and workshops were as follows: two teachers (a member of school’s management team and a classroom teacher) from Balgownie Public School; Fairy Meadow Demonstration School; Gerringong Public School; Illaroo Road Public School; Hayes Park Public School; Coniston Public School; Saints Peter and Paul Catholic Primary School; Arden School; Oxley College; and representatives from Catholic Education Wollongong Diocese. The conference began with attendees hearing the perspectives of three organisations on the place of the general capabilities and global education in primary schools. These organisations and representatives were:

    • ACARA: Danielle Cavanagh (General Capabilities Specialist) • NESA NSW: Tanya Coli and Lucy Gregory (Inspectors, Primary Education) • Department of Education NSW: Theone Ellas (HSIE Advisor)

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    Groups were then formed, comprising primary school teachers and pre-service teachers from UOW. Each group was set three tasks:

    1) Choose a general capability and create a framework that could be used by other primary schools to build units of work that specifically built and assessed that general capability in their students

    2) Present their framework to the other groups and in turn listen to the ideas/designs from the other groups

    3) Create a unit of work based on the frameworks/ideas brought forward by the groups. In order to support the groups to create their units of work, Dr Shona Gibson provided the attendees with an overview of the document ‘Global Perspectives: A framework for the development of active global citizenship in NSW schools’. She also explained to the groups how to use this document as a guide and resource for embedding global education in their units of work. The resource: Frameworks that provide educators with a ‘checklist’ of what to consider/do when designing global education units of work that build particular general capabilities in their students. Units of work that were developed using the frameworks and provide educators with the foundations for global education programs, underpinned by specific action-oriented general capabilities from the Australian Curriculum. How to use the resource and ‘where to next’? These frameworks and units of work are designed to inspire teachers to build contextually relevant programs that will create globally responsible, active young citizens. The frameworks and units included in this resource are contextually relevant to the teachers who attended the workshops. However, they can be used in their current forms or improvised to suit different contexts and needs. Either way, it is vital that the teachers first of all decide on the General Capability that they would like to use as the foundation stone of their unit of work. Simply take the following steps: Frameworks:

    1) Decide on the General Capability that the teaching team or school community would like to build and assess in their students. Access the continuum for the chosen General Capability: Critical and Creative Thinking: and-critical-thinking-learning-continuum.pdf

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    Ethical Understanding: understanding-learning-continuum.pdf Intercultural Understanding: intercultural-understanding-learning-continuum.pdf Personal and Social Capability: and-social-capability-learning-continuum.pdf Information and Communication Technology Capability: information-and-communication-ict-capability-learning-continuum.pdf

    2) Choose the appropriate level for the students who are going to be undertaking the unit of work.

    3) Choose 2-4 sub-elements from the General Capability continuum. 4) Follow the steps of the preferred framework from those included in the following

    pages. REMEMBER, that you can certainly create a ‘bespoke’ framework, based on the Framework examples provided in this resource.

    Units of Work: The units of work provided in this resource have one thing in common: they are designed to build and assess a particular General Capability in the students. Each unit of work contains supporting resources. Either implement the units of work in their current formats or improvise them in order to suit different school and learning contexts.

    For the frameworks, go to pages 5-11 and for the units of work, go to pages 12-53. For further information about anything in this document and resource, please do not hesitate to get in touch with Dr Peter Andersen at the University of Wollongong:

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    1. Refer to schools Scope and Sequence to determine the focus of the general capability

    2. Determine the General Capability and Sub Elements

    3. Determine the reason (What’s the Big Idea/Why does this learning matter)

    4. Think of student context - What they already (prior learning, assess student learning to guide learning sequence in relation to Blooms Taxonomy – formative assessment)

    5. Refer to syllabus for suitable outcome/outcomes and suggested content

    6. Ensure learning sequence is reflective of the NSW Model of Inquiry to develop questions and learning sequences using a wide range of sources and thinking tools.

    7. Plan assessment strategies to assess student deep understanding

    8. Reflect and Evaluate

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    1. Auditing:

    → staff members discuss area of need → School context → unpack general capabilities

    2. Process/Analyse data from step: → interpret areas of need → what has been overlooked? → Is there balance across capabilities/KLAs?

    3. Select general capability:

    → Determine student understanding of capability

    → Identify the ‘big idea’ behind your unit of work → Backward mapping

    4. Developing unit/ inquiry path:

    → links – cross- curricular

    → content/outcome selection

    → forming key inquiry questions

    → resourcing

    → community links

    → assessment

    → collating evidence

    5. Evaluation / Reflection:

    → did we reach our big idea?

    → student engagement / growth

    → were cross curricular links achieved?

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    → Is adjustment of inquiry questions needed?

    → staff and student reflections

    6. Use evaluation / reflection to make suggestions for future.

    7. Modify for new student need. Incorporating past suggestions.

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    Provocation: What are the steps to take so that general capabilities are embedded/taught in learning and teaching experiences?

    Pretext: Creating ‘the why’? Going ba