Student, Parent and Community presentation 17th June 2013 Agenda items... What is curriculum viability? What have we done in the past? What are we doing now? Why change? What are some options for the future? What is Curriculum Viability? In terms of senior subjects in stage 6… What can we afford to deliver, and What can we not afford to deliver? How does this effect the rest of the school? What is Curriculum Viability? A reduced propensity to offer the courses our students want to do has a number of ramifications, including the potential for: Increased disengagement, as students are forced into courses they do not want to do or have little interest in Increased potential for failure, as students do not have the ability to do some courses Increased absenteeism Reduced ATAR results as students look to automatically “drop” a course in year 12. What can we afford to deliver? In 2013... Year 11 and 12 courses, currently absorb 35% of the total teacher allocation at our school. Yet they make up just 29% of our school’s student population. We have 17 courses being undertaken internally by just 23 year 11 students. Two have folded this year already! We are currently overstaffed by .8... Year 11 - 2013 Line 1 Line 2 Line 3 Line 4 Line 5 Line 6 Line 7 Eng Stud(7) Maths (4) VET Metals (9) Chem (3) VC Mod Hist (6) Timber (8) Hospo (7) Stand English (11) Gen Maths (16) Biology (7) Sen Sci (6) PDHPE (8) Music (5) Info Tech (5) Vis Arts (10) Physics (4) VC Maths Ext 1 (1) Year 11 - 2013 There are currently 20 Full-Time students in year 11 1 extension course, 7 students at TAFE, 3 students doing DE and Most schools have just 6 lines! What will this look like when these students are in year 12? Year 11 - 2013 Of the subjects we could run or have done so in the past 5 years, what is missing? Agriculture Adv English English Ext 1 or 2 Applied Maths Geography Legal Studies Retail Services Business Services Primary Industries French Continuers Spanish Beginners Society and Culture Textiles Design and Tech Year 12 - 2013 Line 1 Line 2 Line 3 Line 4 Line 5 Line 6 Line 7 Line 8 Eng App Stud(6) Maths (5) VET Metals (5) Mod Hist (9) Bus Stud. (6) Geog (1) Legal Stud (4) Vis Arts (5) Stand Gen English Maths (10) (20) VET Hospo (10) SLR (5) Music (6) Advan English (11) Chem (1) VC PDHPE Biology Timber (9) (9) (5) Senior Science (4) Year 12 - 2013 There are currently 28 Full-Time students in year 12 NO extension courses, 10 students at TAFE, 3 students doing DE and 5 students doing Senior Science off-line. Most schools have just 6 lines! 11 Students are attempting just 10 Units. Year 12 - 2013 Of the subjects we could run or have done so in the past 5 years, what is missing? Agriculture Mathematics English Ext 1 or 2 Information Technology Physics Primary Industries Retail Services Business Services Software Design French Continuers Textiles Spanish Beginners Society and Culture Design and Tech What did we do before? Prior to 2010, the school was running a mixed curriculum in stage 6 whereby year 11 and 12 students were in the same room for four periods per cycle – then on their own for three periods each. Costing 5 periods per course. Staff did not like this as they stated that teaching two courses in the same room at the same time was difficult. Some students still did Distance Education courses. What did this look like? What are we doing now? We have been teaching across four schools for four years. This involves a “home” teacher who delivers the course via VC and moodle. This has had differing success and whilst students would prefer courses to be delivered in their own school, they prefer this model over DE. We have a significant number of students undertaking courses via DE, VC and TVET, in order to meet the needs of our students. What are we doing now? Every time a student undertakes a course by Distance Education or TVET, our school loses some of its staffing. That is, we have our overall number of teachers reduced. Simply put, the less we can offer, the less teachers we get! Our average HSC class size over the past 10 years has been ... Why change? Are our past and present HSC results so good that any change would significantly disadvantage our students? Is our current stage 6 structure creating the most efficient means of providing a curriculum in our senior school? Do our HSC results mirror those of similar students in larger centres? Has our present “change” to staged classes in years 7 to 10 disadvantaged our students? Why change? Firstly, there is no perfect system and no perfect answer. This requires a shift in thinking by all concerned. Remember, this is the same structure around when you were at school. Do we really think that kids and schools are the same as they were 20 or 30 years ago? Do you know of any other organisation that has NOT changed to meet its changing clientele in 20 years? What are our options? Do nothing and remain where we are at the present time! Is this where we want to be in 5 or 10 years? Change our stage 6 structure to maximise teacher, student and organisational efficiency! How more efficient might your student be if they only had 3 subjects to concentrate on at any-one time? What if the teacher had less students and courses to concentrate on when teaching your child’s HSC class? What is the suggestion? A Compressed Curriculum, 3+3, Senior Vertical Curriculum or College Model. What is it? At this time students undertake 12 units in the Preliminary Course and at least 10 units in the HSC. In most cases this lasts for 2 years. Under the College Model, students undertake 3 subjects in their first year of senior school and 3 in their second year. How will this help? What’s wrong with what we have? Year 11 is often seen as “down time” with often no purpose. Courses carrying small numbers from 11 into 12 places a strain on staffing resources, this can lead to reduced face to face. Students “feel” the pressure of 5 or six examinations looming in their mid-course, trial and HSC. At Tumbarumba HS, recent experience suggests many students start to “fall over” as it all gets too much. What are the positives? Learning is not “boxed in” by age and there are several other advantages for students: Only 3 subjects is less “pressure”, especially with HSC Exams Students can be immersed in the content leading to deep knowledge and understanding Engagement in learning increases Enhanced relationships with staff Qualifications – students enrolling in VET courses may achieve Certificate I or II at the end of Senior Year 1 Less assessment tasks – potentially only 15 per year instead of 25-30. Students get “real” HSC results earlier and they can learn from them in the second year. If they choose to leave at age 17, they have a “qualification” – even if it is “half” an HSC! Students in Senior Year 1 (SY1) are mentored by students in Senior Year 2 (SY2) Students can change their pattern of study at the end of Senior Year 1, giving increased flexibility Students are able to “repeat” the HSC component of a course if their ATAR was not sufficient and resit the exam Many students moving into Stage 6 have 3 or 4 subjects that they really want to do and have to select others to make up the current 6 line structure. In the VSC, they could do the favoured subjects in Senior Year 1, leave one to the second year, or choose another 1 or 2 subjects from a more informed basis so that better decision-making occurs in Senior Year 2. For teaching staff, there are also a number of advantages: Less classes means less stress Less reporting as teachers have fewer students Mentoring for inexperienced teachers More opportunity to move to assessment for learning Enhanced relationships and connection with students 4 – 5 weeks in Term 4 with no senior students – time that could be used for reporting, planning, programming etc Able to give more support to students in class as you see them more regularly Specialisation in subject areas Classes should commence and settle more quickly with Senior Year 2 students being role models for Senior Year 1 students The timetable should be stable POSSIBLE DISADVANTAGES Engagement with schools who have implemented the compressed curriculum model shows very few disadvantages, including: Students moving between schools Absenteeism – if a student misses a day, potentially they will miss 1 or 2 hours in a subject. Missing a few days will compound this. Work placement – students are required to do 70 hours of work placement in a 240 hour VET course. Excursions that are conducted during the day will mean that students may miss 3 or 4 other lessons. However, as an excursion may be on 1 subject, a student is only missing 2 other subjects, not 4 or 5 as in our current system. What are the biggest obstacles to success? Perception! Our students wont be ready to sit a HSC exam by the end of year 11! Why? All the evidence available suggests it depends on THE INDIVIDUAL STUDENT and THEIR TEACHER! There is no discernible difference in student results between year 1 and year 2! What are the biggest obstacles to success? A lack of confidence! Our kids can’t develop the skills needed in 12 months! Why? All the evidence available suggests students who are immersed into their subjects at “double time” will comfortably develop the required skills in a 12 month period, particularly when they only have 3 subjects to contend with. What are the biggest obstacles to success? A lack of organisation! Our kids can’t complete their major works in practical subjects in this timeframe! Why? All the evidence available suggests students who are immersed into their subjects at “double time” will comfortably complete their major works. Nearly all are “done” at the last minute under the current system! The lesson from Queanbeyan See hand-out who started in 2007. Should we wait? It has been suggested that we wait another 12 months. Staff at Tumbarumba HS have been aware of this proposal since the end of 2012. They were sent reading material in March of 2013. Next year will NOT be any different from now! The only difference will be that another cohort of students may be disadvantaged because we procrastinated in 2013. Questions?????????????????????