Just last week the next iteration of a modernised HSC was released by the New South Wales government. Unfortunately, it appears to be ‘dressing up the old’. I wonder if those who managed the process which led to its publication
(via @HealthyLDN as reposted by @nickya73 on Twitter, 26 July, 2016)
As part of the media promotions that come with such government announcements, it was promised the new HSC would be setting students up for success. New pathways for post school are required because the HSC is a lagging indicator of school success rather than a leading indicator for life success.
Executive Director of Catholic Education Diocese of Parramatta, Greg Whitby reflected that the new HSC was simply modernising educational relics and stated,
“The HSC reforms really are a missed opportunity to bring some coherence to educational policy and radically rethink how we assess the spectrum of students’ learning and skills.”
Greg also asked, “Where is the New Thinking?” Well, here are some thoughts….
- Pre-school becomes part of the K-12 learning continuum by allowing resources, funding and structures to ‘cross the divide’ of those very definitive and separated entities. This may mean breaking with current regulations and, for example, actually paying early learning teachers the same as primary school teachers. It may also see ‘Junior Kindy’ and ‘Senior Kindy’ exist over two years so that Kindergarten is a stage rather than a year.
- Observe and report on social and emotional outcomes for Kindergarten and Stage 1 students as often as literacy, numeracy and other KLA outcomes are assessed and reported. Oh heck, why not do this until students conclude Year 4?
- Have leading indicators for life success, as discussed in data and questions, shape a data informed, strengths based coaching program for students in stages 3 to 6. Using various data sources, each student would identify their interests, abilities and passions and link them to vocations and jobs of the future. Maybe the 75 minutes per week of pastoral care time which exists in most secondary schools could be redirected towards this?
- Develop an enterprise skills continuum, by delivering the ‘The New Basics‘ and embedding ‘enterprise rubrics’ into mainstream schooling. Those 8 skills as determined by fya.org.au (see picture below) could be observed and assessed through self assessment, peer feedback and teacher conversation rather than through the judgement of a test mark or grade. Wouldn’t it be great if assessing and reporting on these skills were as mainstream as outcomes based KLA assessment and reporting?
- Lastly, have multiple school exit points of which the HSC is but just one exit. However, that’s a whole other conversation!
Of course, for each of the above suggestions (or others like them) something has to go. In an already packed curriculum serving the needs of a government economic agenda, there is not one more ‘priority’ which can be squeezed into the school day. Something, or some things have to go. I suggest the modernised HSC is one of them.
I welcome your feedback, comments and/or constructive criticism.