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 OfficerKerry.weston2@det.nsw.edu.au9208 7627 John chung SEO 2 Quality Teaching john.chung@det.nsw.edu.au9208 7620