Navigating the
Australian curriculum in a
New South Wales
Catholic school system: a case study
Dr Mark Askew
ACSA Conference
26 September 2013
Broken Bay context
• A Catholic school system of almost 50
schools
• A school system of considerable diversity:
socioeconomic; multicultural; Indigenous
• A well articulated values base: the
Catholic Worldview
• Professional learning focus on Quality
Teaching Framework (Newcastle) and
Leading Learning (Auckland)
Implementing the Australian
curriculum in the context of
• The Broken Bay Catholic
Worldview
• NSW Board of Studies
syllabuses
Mary MacKillop’s
Australian Curriculum
First Australian Curriculum: St Cecilia’s Wyong.
NSW Board of Studies
• Broken Bay is a registered school system
under the 1990 NSW Education Act
• In NSW teaching programs must be based
on NSW Board of Studies syllabuses
• NSW syllabuses are being developed for
the Australian curriculum
• In NSW the K-10 syllabuses in English,
Maths, Science and History will not be
required to be taught until 2014
Role of the Board of Studies
•
•
NSW has joined with the Australian Government and all other states and
territories in a joint endeavour to develop an Australian curriculum. The
Board of Studies NSW is responsible for advising the NSW Minister for
Education on the appropriateness of curriculum for NSW schools and the
structure and process of its implementation, including with regard to the
Australian curriculum.
Implementation of the Australian curriculum is the responsibility of states
and territories. NSW will implement the Australian curriculum through new
syllabuses. The Board of Studies will provide notification and information
about changes to NSW syllabuses as they are approved by the NSW
Minister for Education.
In NSW the cross-curriculum priorities are:
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia's engagement with Asia
Sustainability
The general capabilities are:
Critical and creative thinking
Ethical understanding
Information and communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal and social capability
Other important learning identified by the Board of Studies:
Civics and citizenship
Difference and diversity
Work and enterprise
A Catholic Worldview
Jesus as God’s
son: life, death
and resurrection
Create social
conditions which
respect human
dignity
Love others
as Jesus
loves us
The dignity and
uniqueness of
the human
person – made
in God’s image
God as Trinity –
a communion of
persons
The Catholic Worldview is a comprehensive
perception of the universe, revealed to us in
Jesus, that provides insights into the meaning
of life and how to live it.
The Catholic Worldview is experiencing life
through the eyes of our Catholic faith.
The Cross of
Jesus – trust and
confidence
The Spirit in the
world: inviting
and empowering
people
God’s love
for us and
our response
as disciples
The Church – a
communion of
disciples
God’s presence: life,
Eucharist, scripture
and Church tradition
The Quality teaching
Framework
Three dimensions:
•Intellectual Quality
•Quality Learning Environemnt
•Significance
Leading Learning initiative:
• With the University of Auckland’s Centre for Educational
Leadership (UACEL) for two years.
• Professor Helen Timperley: focus on the importance of
leading teacher professional learning.
• Teacher Inquiry and Knowledge Building Cycle and
Practice Analysis Conversation: improving teacher learning
and practice to improve student outcomes.
• A collaborative process with school leadership teams to
achieve the goals through School Improvement Plans.
• Focus on communication skills, data analysis and goal
setting to improve learning outcomes.
Understanding by Design
• “Backwards design” steps:
• Design appropriate
learning outcomes/goals
• Identify exactly what
achieving the outcomes
might look like ... the
evidence/assessment
• Plan learning experiences
to help students get there
ACARA Curriculum Model
Learning area
knowledge and skills
General
capabilities
Perspectives/Priorities
In the context of:
• Catholic Worldview
• NSW Board of Studies
• Quality Teaching
Framework
• Leading Learning
• Understanding by
Design approach
Current situation ...
2013 Familiarisation and
planning
2014 English and
Mathematics
2015 Science (and
Technology)
2016 History
• During 2013:
• Leaders forum
(Profs Geoff Masters and
Jenny Gore)
• Syllabus analysis for Leaders
• Custer based staff
development days
• In school support from
Education Officers
• Secondary Curriculum
weebly.http://dbbaustraliancurri
culumsupport.weebly.com/inde
x.html
Aboriginal and Torres Strait
Islander histories and cultures
•Increasing enrolments of Aboriginal
students
•Strong learning outcomes
•Increasing engagement of school
leaders and communities with
Aboriginal cultures
•Growing team of AEWs
1. Support for students in their learning
Support Literacy and Numeracy in partnership with the classroom
teacher to improve the outcomes for Aboriginal students.
2. Work as part of a school team to support student’s cultural
identity
Support the cultural identity of Aboriginal students in secondary and
primary. Recognise and acknowledge student achievements.
3. Develop Community Partnerships
Develop partnerships with parents of Aboriginal students to ensure that
meaningful relationships are established which facilitate improved
educational and cultural outcomes for students.
4. Working with teachers
Assisting teachers in the classroom to support Aboriginal students in all
school and class activities and to involve parents and the community in
school programs
Accepting responsibility and accountability for the education and inclusion of
Aboriginal students and their families
•
Educating all students
Aboriginal
people, cultural
their cultures,
Strengthening
studentsabout
cultural
identity through
campsspirituality,
and programs
history and
experiences
•
Acknowledging and valuing local Aboriginal people and their cultures
Supporting teachers pedagogy and Leading Learning
•
Schools working towards the achievement of reconciliation
AEWs having a higher profile within the schools
•
Schools acknowledging country, flying the flag, celebrating significant events
Accepting responsibility and accountability for the education and
inclusion of Aboriginal
studentsfrom
andthe
their
families
The Apology
Federal
Government
•
Strengthening
students cultural
identity through
cultural
camps
andchildren
Aboriginal Community
has confidence
with DBB
educating
their
programs hy the increase in the number of Aboriginal students
•
Acknowledging
and valuing
local
Aboriginal
people
andand
theirprograms
cultures
tudents cultural
identity
through
cultural
camps
•
Schools
working towards
the achievement
of reconciliation
Acknowledging
and valuing
local Aboriginal
people and their cultures
•
Schools acknowledging
the flag, celebrating
significant
Schools workingcountry,
towardsflying
the achievement
of reconciliation
events
•
Schools acknowledging country, flying the flag, celebrating significant events
The Apology from the Federal Government
•
The Apology from the Federal Government
Aboriginal Community has confidence with DBB educating their children
Aboriginal Community has confidence with DBB educating their children
the increase in the number of Aboriginal students
The cultural integrity test:
• The self esteem of the Aboriginal
learner
• Pre/post colonial history
• Reconciliation agenda
•
Prof Peter Buckskin ACSA Conference 25 Sept 2013
Asia and Australia’s
engagement with Asia:
Languages
(almost 50% primary schools teach an Asian
language)
o Languages challenges:
teacher supply
teacher expertise
continuity
student engagement
student success
Sustainability
ancient tradition from Genesis and
Catholic Worldview
creation spirituality
school based initiatives
http://www.catholicearthcare.org.au/index.html
Future plans and
challenges
• Focus on the disciplines
• Possibilities of on line
resources
• Risk of continuing as usual
(Keep calm and carry on)
• Implementing the Australian
curriculum as a Catholic
system in NSW