ethical gen cap @ hills tim moore
TRANSCRIPT
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Experiments with the General Capabilities as starting points for curriculum design
ENGAGING AND DEVELOPING ETHICAL BEHAVIOUR
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ContextThe Hills Montessori School – Adolescent Program
Adelaide Hills
Small school, Year 7 to 10
Accountable to the National Montessori Curriculum and the
Australian Curriculum
Small highly collaborative staff – committed to finding creative
problem solving
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Key pedagogical approachesSelf direction
Prepared environment
Authentic work
Authentic consequences
Multiage classes
Flexible/responsive timetables
Integrated curriculum
Learning with head and hands
Meeting fundamental human needs
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Project developmentBrief – adapt the existing Community Service Program
Journey - toward a General Capabilities focus
Integration
• Humanities
• Occupations
• Mathematics
• Advisory
• Language
• Student Interest Groups
• Science
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Key Experiences‘Tell me and I’ll forget,
Show me and I may remember,
Involve me and I’ll understand’ (Chinese proverb)
1. World Trade Game – Ethical dilemmas
‘We thought we played the game well but so many people lost!’
‘I gave my chocolate away, I couldn’t bear to eat it’
‘I can’t believe how sneaky those rich girls were, they didn’t think
about us at all and we got nothing!’
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Key Experiences (cont.)
2. Slum Survivor – Ethics under pressure
‘They wasted our hard earned money on chocolate behind our backs so we disowned them.’
‘Now I know what it’s like to be poor.’
‘I was cold.’
‘Slum Survivor was really hard, next year we should do it for a whole week and be out in the bush somewhere.’
‘It was just so unfair, I can’t believe the world is actually like that.’
‘I never want to make another paper bag again. Ever.’
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Key Experiences (cont.)The Bitter Truth – Ethical decisions
‘It’s not right that our cheap chocolate costs the lives and childhoods of people our age’
‘I’m a bastard – I know it’s unfair but it’s not my fault, it happens anyway and it’s not illegal’
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‘It was just a small step towards making the world a better place’
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Developing knowledge
Miniature Earth Project – locating ourselves in the global picture
Story of Stuff – Who is responsible? Who is more valuable? Why?
Readings and seminars
Remembering the issues are not so much ends in themselves for us as educators but merely the contexts for engaging and developing ideas and applications of ethical behaviour
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Structured specialisation
Guided investigation: Working conditions in offshore electronics manufacturing (Apple)
Providing a model for their own Independent Research Projects over the break
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Going Further
Donations through
Economy and Events
Occupation
(to TEAR Australia)
Actions taken up by
Student Interest Groups
World Religions:
People of Compassion
http://db.tt/nDVh98kC
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Tracking Development and Assessment
• Outcomes drawn from the Ethical Behaviour Assessment Rubric -
http://db.tt/Ismyu8Ku
• Tools for mapping an integrated curriculum
http://db.tt/hoMNMJPS
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Where to from here?
Interpreting and owning the General Capabilities (beyond accommodation!)
Developing developmental continua
Integrating General Capabilities as central forces in the organisationand development of curriculum