The learner and the new curriculum. Implementing the new curriculum The context of learners Who are...
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The learner and the new curriculum
Implementing the new curriculum
The context of learners
Who are our students?
What world do they live in?
Engaging students in the new curriculum
Meeting the needs of diverse learners
The Modern learner
• Can you relate to this?• Or this?
#
How will you teach me in the 21st century?
Equipping Every Learner for the 21st Century Developed by the Centre for Strategic Education, Cisco Systems, Inc., and McKinsey & Company. White paper 2012
Key Questions
• What is the world our students live in?• What skills, knowledge and attitudes are needed by
students?• What is the diversity of learning needs in the
classroom?• What do we know about how students learn?
Engaging students in the new curriculum• How will the new curriculum meet the needs of
learners?• How will we differentiate our teaching to meet these
needs?
What skills, knowledge and attitudes are needed by students?
Must have skills of the future. http://www.tonywagner.com/7-survival-skillsDr. Tony Wagner, co-director of Harvard's Change Leadership Group
21st Century
Skills
Critical thinking and problem-
solving
Collaboration across networks and leading by
influence
Agility and adaptability
Initiative and entrepreneurialism Effective oral and
written communication
Accessing and analysing
information
Curiosity and imagination
• The concept of global competence articulates the knowledge and skills students need in the 21st century.
Globally competent students must have the knowledge and skills to:
• Investigate the World.
• Weigh Perspectives
• Communicate Ideas
• Take Action
• Apply Disciplinary and Interdisciplinary Expertise
• Educating for Global Competence by Veronica Boix-Mansilla and Tony Jackson
Finding the Path to 21st Century Learning
Holistic transformation• The paradigm shift to a world of 21st century
learning is rooted in a set of goals for all learners:– Acquire a range of skills needed to succeed in a
modern, globalized world– Receive tailored instruction that enables them to
reach their full potential– Connect to their communities in person and digitally,
and interact with people from different cultures– Continue learning throughout their lives
Equipping Every Learner for the 21st Century Developed by the Centre for Strategic Education, Cisco Systems, Inc., and McKinsey & Company. White paper 2012
Equipping Every Learner for the 21st Century Developed by the Centre for Strategic Education, Cisco Systems, Inc., and McKinsey & Company. White paper 2012
• Authenticity• Interdisciplinary and project-based work
• The teacher draws from a repertoire of strategies and skills:
• The learner at the centre
Learner Teacher
AuthenticProject based
21st Century System Leadership
• Teachers• Curriculum and assessment• Accountability for outcomes
“innovation is the ability to see change as an opportunity-not a threat” william pollardImage used under a CC license from
http://www.flickr.com/photos/star-dust/709945164/sizes/z/
Journey of 21s Century learning
Learners at a younger age not only need to know some science, some history, some mathematics, but need to learn how to be a scientist, an historian, and a mathematician, and practice those disciplines.
They also need to be aware of the importance of interdisciplinary collaboration, through which new disciplines and fields of knowledge emerge.The Learning Society © 2010 Cisco Systems
Pull learning rather than push teaching
Leading curriculum change – Introducing the new syllabusesin NSW public schools
Western Sydney Region
Kerry Weston School Development Officer
Why is NSW curriculum changing?
Explaining the benefits
• Achieving the Melbourne Declaration 2008
• Alignment of NSW content with the Australian Curriculum
• National resource sharing for quality and efficiency
• A learning entitlement for all Australian students regardless of what school they attend or where it is located
• Continuity for the thousands of students and many teachers who move interstate each year
Other advantages for NSW
• Opportunity to develop up-to-date syllabuses in K-10 curriculum for English, mathematics, science and history that:
– emphasise a continuum of learning K-10
– are consistent and current
– incorporate cross-curriculum areas that take account of learning needs in the 21st century
New syllabuses – Phase 1
• The Board of Studies NSW is developing new syllabuses for NSW schools in
– English K-10
– Mathematics K-10
– Science and Technology K-6 and Science 7-10
– History K-10
• The new syllabuses will retain many features familiar to and valued by NSW teachers.
What will stay the same as current NSW syllabuses?
• Syllabus structure:
– Rationale
– Aims
– Objectives
– Outcomes
– Content
– Stage Statements
• Stage-based organisation
• Life Skills outcomes and content for Years 7-10
What will be different from current NSW syllabuses?
• Some Learning Area-specific changes in:
– content
– organisation.
• Learning across the curriculum areas. There are two main types:
– Learning that gives special attention to contemporary issues students will face in their lives
– Learning that develops knowledge, skills and dispositions that apply across learning areas.
Learning across the curriculum
Learning across the curriculum:
• Is embedded in the descriptions of content as appropriate to a particular learning area
• takes account of the general capabilities and cross-curriculum priorities in the Australian Curriculum.
Learning across the Curriculum
[AHC] Aboriginal and Torres Strait Islander Histories and Cultures
[A] Asia and Australia’s relationship with Asia
[SE] Sustainability and Environment
[CCT] Critical and creative thinking
[PSC] Personal and social competence
[EU] Ethical Understanding
[ICT] Information and communication technologies
[IU] Intercultural Understanding
[L] Literacy
[N] Numeracy
[DD] Difference and diversity
[CC] Civics and citizenship
[WE] Work and enterprise
• Can we achieve it, how do we engage with is as part of the curriculum?
• Globalisation- cultural, economic, environmental, political social technical (world globe with these words surrounding) active informed citizens
• Taking curriculum and translating into learning for children
• To many of us too much time revising curriculum. Move time and energy into quality teaching, time and energy into delivering quality learning for children
• What will drive pedagogical decisions?
Learning across the curriculum
How can we use learning across the curriculum with 21st century learning pedagogy?
Literacy
Numeracy
ICT
Critical & Creative thinking
Personal and social competence Ethical Behaviour
Intercultural understanding
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s relationship with Asia
Sustainability and environmentDifference & Diversity Civics & Citizenship
Work & enterprise
• NSW CLIC’s website provides:
– updated support packages in each of the four learning areas
– a revised general support package for regions or schools.
• Version 2 of the draft K–10 syllabuses is available in interactive online format.
The new syllabuses
What’s new in English‣ K-6
More
• Stronger focus on:– viewing, representing and visual literacy – multimodal texts– comprehension strategies – the study of literature– students creating own literary texts
• New focus on:– appreciation of the English language– text requirements for each stage – texts from different cultures, including Aboriginal and Torres Strait
Islander and Asian texts – Aboriginal and Torres Strait Islander cultural concepts– supporting students for whom English is an additional language or
dialect (EAL/D).
What’s new in mathematics ‣ K-6
More
• Communicating tagged as a Working Mathematically component to align with the appropriate outcome
• Sequence of content for ES1 to S3 reviewed to improve the continuum of learning
• The language of the content has been revised.• The Background Information and Language sections have been
updated.• Diagrams to support.• Content related to money strengthened.• ‘Two-Dimensional Space’ substrand re-sequenced.• Statistics and Probability strand revised. Sector graphs and divided bar
graphs have been moved from Stage 3 to Stage 4.• Content on place-value strengthened.• Content for ‘Whole Numbers’ in Stage 2 limited to five-digit numbers.
What’s new in science and technology‣ K-6
More
• All syllabus content is now mandatory
• The Natural and Made Environment strands are to be taught actively through Working Scientifically and Working Technologically
• The Material World strand includes new content on properties of materials in Stage 3 that develops foundational understandings related to the later Chemical Sciences strand
• Stage 2 and 3 Working Technologically includes new content relating to use of “specialised tools, equipment and related techniques...”
What’s new in history‣ K-6
More
– Two strands - Knowledge and Understanding and Historical skills
– Use of syllabus topics– Teaching historical skills in context– Some redistribution of content across Stages 1, 2 and 3– New content
e.g. Stage 2 - early traders Stage 3 - settlement patterns in the 1800s,
migration to Australia– A separate K-6 History syllabus within HSIE K-6 – Inclusion of historical skills outcomes – Inclusion of the description of historical concepts K-10
Developments in the Australian Curriculum
The implementation process
6.SUSTAINING IMPLEMENTATION
Providing support and supervision to enable continuous improvement in programming, teaching, assessing and reporting with the new syllabuses.
5.PREPARING FOR IMPLEMENTATION
Updating scope and sequences, programs, units of learning, teaching and learning resources, and assessment tasks so they are consistent with the new syllabuses.
4.DEVELOPING CONFIDENCE WITH NEW CONTENT
Developing staff understanding of the detail of the new syllabuses; ability to program, teach, assess and report what’s new; ability to differentiate for different contexts (e.g. diversity of learners; composite classes).
3.GETTING TO KNOW THE NEW CURRICULUM
Developing staff familiarity with the structure, key differences and any digital functionality of the new syllabuses.
2.GAINING SUPPORT AND PLANNING FOR CURRICULUM CHANGE
Building staff and parent commitment to curriculum change; developing a whole-school action plan.
1.LEADING QUALITY IMPLEMENTATION
Identifying and developing staff to lead and manage implementation of the new syllabuses; providing opportunities for leadership development and collegial action.
Whole-school implementation process
Action planning
Review
• Gather information• Analyse data• Make decisions
Model of professional practice for principals
Model of professional practice
Respond
• Consolidate how we do things
• Change what we do• Change how we decide
what to do
Plan and act
• Develop strategy• Align resources• Implement plan
Australian Institute for Teaching and School Leadership
What support will be provided?
Roles in leading curriculum change
Leading curriculum
change
WHOLE SCHOOL
REGION
REGIONLeads support for schools including:• school leadership
development • assisting collaboration
between schools.
STATE OFFICE
STATE OFFICEProvides resources including:• professional learning
modules• guides, templates and
samples• teaching and learning
resources • action planning resources• collaboration and
communication tools.
SCHOOL• develops a whole-school
action plan for professional learning, updating teaching and learning programs etc.
• implements the syllabuses
• New curriculum contains new pedagogic direction as well as new or changed content. Schools need the opportunity to determine how these changes will impact on their current programming, resourcing and professional learning needs.
• What are the skills and knowledge required by the syllabus for teachers and students?
In the context of new syllabuses, planning school requirements for:
• professional learning
• programming
• resourcing
21st Century Skills Framework20th Century Education Model
21st Century Skills Framework
Support for School
Professional learning courses
Online learning communities
Curriculum policy advice Resources
Support for schools
Opportunities and challenges for schools inWestern Sydney region
Just as one type of sauce does not satisfy everyone,
no salt diet
gluten freeglten free
flavour nut allergiesnor is the implementation a ‘one size fits all’.
• Brainstorm in your group the
Strengths
Weaknesses
Opportunities
Threats
In implementing the new syllabuses in your school
• In your group brainstorm all of the current skills and experience to implement the new syllabuses
– In your school
– In your learning community
– Require assistance/support from region
Activity
High quality, registered professional learning courses provided by Professional Learning and Leadership Development Directorate
Leading Educational Change Understanding educational change Implementing educational change Leading educational change in your team
Classroom Teacher Program including Focussing on Quality Teaching
Generic professional learning courses
High quality, registered professional learning courses provided by NSW Curriculum and Learning Innovation Centre
New courses delivered flexibly and facilitated by regions or schools
The learner and the new curriculum Teaching for the new curriculum Your school and the new syllabuses Programming the new syllabuses
Curriculum specific professional learning courses
Term 1 2012 Term 2 2012 Term 3 2012 Term 4 2012 2013
New syllabuses Round 2 consultation
Revision Release??
The learner and the new curriculum
Your school and the new syllabuses (4)
Teaching for the new curriculum
Programming the new syllabuses
Regional trainingDevelop and trial course In school training
Curriculum specific professional learning courses
Curriculum specific professional learning courses CLIC 2012/2013
Course name
Purpose Audience Content Deliverables
The Learner and the new curriculum(2 hours)
Provides a focus on diverse learning needs in the 21st Century and introduces the new syllabuses.
Preferably collaborative groups, for example whole school, faculty or stage.Can also be done individually if required.
Knowing the learner: Introduction to the new
curriculum 21st century context
and capacities Diversity of learners How people learn
Scaffolded profile of student learning needs.Reflection on how understandings about learning will influence teaching practices.
Teaching for the new curriculum(2 hours)
Assists schools to implement the new curriculum effectively by exploring planning and programming, teaching and assessment practices.
Preferably collaborative groups, for example whole school, faculty or stage.Can also be done individually if required.
Teaching for new curriculum: Principles and
processes for curriculum planning and programming
Differentiation to meet individual needs
Quality teaching, learning and assessment practices.
Identification of how teaching learning and assessment practices and processes will be modified to enhance student learning in the school.
Curriculum specific professional learning courses CLIC 2012/2013
Course name Purpose Audience Content DeliverablesYour school and the new syllabuses(3-5 hours)One K-10 course in each of four key learning areas
Supports the introduction of new curriculum in schools, by examining each syllabus, analysing needs and formulating implementation plans.
Preferably collaborative groups, for example whole school, faculty or stage.Can also be done individually if required.
Preparing to implement a new syllabus: Examine the K-10 progression
of learning Identify syllabus similarities and
differences Explorepedagogical demands Identify specific
implementation needs including :o Professional learning
and capacity buildingo Resources and school
facilities o Teaching programs
Plan for syllabus implementation including resourcing, programming and professional learning needs.
Programming, teaching and assessing(10-20 hours)
Provides a guided approach to curriculum planning and development of teaching programs and assessments.
School group or individual.
Teachers apply the principles and processes for curriculum planning and programming and assessment to prepare teaching programs suitable for the implementation of each of the new syllabus documents.
Develop a program for the new curriculum considering 21st century learners, planning and programming guidelines, and requirements of the new syllabuses.
Building capacity with new syllabuses- teaching resources
Resource Rationale Content Orientation
Building capacity with the new syllabuses
Teacher quality is the biggest factor in student success and an important facet of teacher quality is deep subject knowledge and related pedagogical skills.Teachers need the opportunity to engage deeply with new, changed or challenging content in the syllabuses they teach.
What new skills and knowledge do I need to teach the syllabus?
What resources can I use to help me?
KLA-specific
Proposed online learning communities
Possible teaching and learning resources
• Syllabus capacity building resources for teachers
• Sample teaching programs and assessment tasks
• Revised SBSR software
• Programming tool
• Syllabus support apps
For more information...
NSW CLIC’s Implementing new curriculum in NSW public schools website
Regional website or contacts
NSW Board of Studies websiteKerry Weston, School Development [email protected] 7627 John chung SEO 2 Quality Teaching [email protected] 7620