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

God as Trinity – a communion of

persons

God as Trinity – a communion of

persons The Spirit in the world: inviting

and empowering people

The Spirit in the world: inviting

and empowering people

God’s love for us and

our response as disciples

God’s love for us and

our response as disciples

The Church – a communion of

disciples

The Church – a communion of

disciples

God’s presence: life, Eucharist, scripture and Church tradition

God’s presence: life, Eucharist, scripture and Church tradition

The Cross of Jesus – trust and

confidence

The Cross of Jesus – trust and

confidence

The dignity and uniqueness of

the human person – made in God’s image

The dignity and uniqueness of

the human person – made in God’s image

Love others as Jesus loves us

Love others as Jesus loves us

Create social conditions which respect human

dignity

Create social conditions which respect human

dignity

Jesus as God’s son: life, death

and resurrection

Jesus as God’s son: life, death

and resurrection

A Catholic A Catholic WorldviewWorldview

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 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

Perspectives/Priorities

General capabilities

In the context of:

• Catholic Worldview

• NSW Board of Studies

• Quality Teaching Framework

• Leading Learning

• Understanding by Design approach

Current situation ...2013 Familiarisation and planning2014 English and Mathematics2015 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://dbbaustraliancurriculumsupport.weebly.com/index.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

Educating all students about Aboriginal people, their cultures, spirituality, history and experiences

Supporting teachers pedagogy and Leading Learning

AEWs having a higher profile within the schools

Accepting responsibility and accountability for the education and inclusion of Aboriginal students and their families

Strengthening sEducating all students about Aboriginal people, their cultures, spirituality, history and experiences

Supporting teachers pedagogy and Leading Learning

AEWs having a higher profile within the schools

Accepting responsibility and accountability for the education and inclusion of Aboriginal students and their families

Strengthening students cultural identity through cultural camps and programs

Acknowledging and valuing local Aboriginal people and their cultures

Schools working towards the achievement of reconciliation

Schools acknowledging country, flying the flag, celebrating significant events

The Apology from the Federal Government

Aboriginal Community has confidence with DBB educating their children hy the increase in the number of Aboriginal students

tudents cultural identity through cultural camps and programs

Acknowledging and valuing local Aboriginal people and their cultures

Schools working towards the achievement of reconciliation

Schools acknowledging country, flying the flag, celebrating significant events

The Apology from the Federal Government

Aboriginal Community has confidence with DBB educating their children the increase in the number of Aboriginal students

• Educating all students about Aboriginal people, their cultures, spirituality, history and experiences

• Supporting teachers pedagogy and Leading Learning

• AEWs having a higher profile within the schools

• Accepting responsibility and accountability for the education and inclusion of Aboriginal students and their families

• Strengthening students cultural identity through cultural camps and programs

• Acknowledging and valuing local Aboriginal people and their cultures

• Schools working towards the achievement of reconciliation

• Schools acknowledging country, flying the flag, celebrating significant events

• The Apology from the Federal Government

• Aboriginal Community has confidence with DBB educating their children

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 supplyteacher expertise

continuitystudent engagement

student success

Sustainability

ancient tradition from Genesis and Catholic Worldviewcreation 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