A university pathway being ??????

Earlier this week I read the article, “Young face ‘prolonged disruption’ as degrees no longer guarantee careers” by Adam Carey. The article draws heavily on a report by Monash University’s new Centre for Youth Policy and Education Practice which argues young people face the breakdown of a long-held assumption that higher education qualifications will lead to desirable and secure work.

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The reality stemming from the report is that universities produce an increasing number of graduates who are forced to take on low-paid, insecure work. The article also refers to other findings from the report which include:

  1. Jobs for young people are increasingly concentrated in fields that are “seasonal, part-time, casual, low-wage and insecure”.
  2. Higher education participation rates have risen by 41 per cent in the past decade whilst, at the same time, the “earning premium” of a bachelor’s degree has shrunk, from 39 per cent in 2005 to 27 per cent by 2018.

The ‘old paradigm understanding’ that a university degree results in more secure work and better earning capacity has started breaking down. More importantly, the education that comes with a university degree is sometimes cited as outdated by the time one starts looking for work as a graduate. I remember speaking with a St Luke’s dad in 2019 who said that he realised when he was in fourth year of an architecture degree that his first year knowledge was already out of date, and that was 7 years previous to our discussion. What does that mean for those in first year architecture now?

The ‘old paradigm understanding’ that a university degree results in more secure work and better earning capacity has started breaking down.

According to New Work Order by Foundations for Young Australians, we are witnessing a large shift in the reality of future work, and it is unravelling before us right now. The New Work Order continues to highlight the increasing complexity of our working lives and the implications for young people across Australia. Further to this there are recent and current examples which confirm the requirements for work are constantly changing. For example, in 2014, Google changed their recruitment strategy and dropped the requirement for new recruits to come with a university degree. Why? Well,

  1. A person doesn’t need a degree to be talented. 
  2. By definition, degrees represent a certificate of expertise, however a degree really doesn’t say what a graduate can do when it comes to problem solving, collaborating, presenting, creating. 
  3. Due to the need to constantly learn, pivot and change, people need the disposition of persistence. Their thinking was/is that a degree can’t tell Google whether an applicant has a high work ethnic nor does it inform Google if the applicant is open to learning.

Google is often touted as a new age, edgy multi national company who changes old paradigms. However, long established companies are also challenging the long held value of a university degree. For example, 

  1. People that I know who work for one of the ‘Big Four Banks’ highlight they are increasingly looking for people with the character and profile suitable to their company. Often, degrees are not a pre-requisite. The ‘Big Bank’ seeks adaptable, flexible and agile workers who are open to learning because “we can teach them the skills” is what one corporate employee told me. Another person close to the ‘Big Bank’ stated they are constantly investing in artificial intelligence and seeking people who can use the AI to create new products in response to customer needs.
  2. In 2019, the USA and Canada branches of world wide accounting firm PriceWaterhouseCoopers stopped using degree qualifications as the only entry requirement for work. In fact, as early as April 2017, the Australian branch of PwC announced it would end the university degree employment requirement.

It is obvious that students are faced with a world of work where employers want a broader skill set, not just a graduate with a degree in a particular field. Furthermore, we know that there is more to life than work. At St Luke’s, as students strive for age and stage appropriate competence in the foundations of literacy and numeracy, we encourage students to develop a deeper understanding of themselves by engaging with our 6 Pillars of Learning. As they grow older, we challenge students to know more deeply who they are, what they can do and what problems they want to solve through our Life Design course in Years 7-10. As a result, each student develops an understanding of their strengths, interests and motivations (SIM). Furthermore, they develop a deeper understanding of their purpose by ‘road testing’ their SIM through passion projects and collaborative projects as they progress through the School of Leadership (5-8) and School of Entrepreneurship (9-12).

employers want a broader skill set, not just a graduate with a degree in a particular field.

At St Luke’s, we know that as children mature into adolescents they will need to be more and more open to the idea that they are going to change course, accumulate micro-credentials and, upon leaving school, continually learn throughout their adult life if they are to maintain work as part of a rapidly changing world.

As always, comments are welcome.

Greg.

Action Research and other stuff

Over these past ten weeks of Term 2, I have had the great pleasure and privilege to work with to work with like-minded St Luke’s colleagues and other professional support external to the College on Action Research Projects.

Action research allows us to lead evidence-based school practices and change, and it is a complex process. Having teams of people who give time to the curation, generation and communication of research supports teachers and allows our school to make better decisions. Small teams of teachers dedicated to raising the profile and practice of action research ensures St Luke’s is proactive in its processes, agile in response to current educational research, evidence informed in its methods, and communications, and keenly focused on its strategic impacts.

St Luke’s is a learning organisation which focuses on student learning. With that comes the need for teachers to see themselves as learners. St Luke’s leaders and teachers critically reflect on learning through weekly Professional Learning Meetings and external professional development opportunities. In 2021, this has been complemented by the action research projects with the following driving questions:

  • How does the St Luke’s coaching model impacting student learning?
  • To what extent do our wellbeing initiatives have a positive impact on the individual and collective desired outcomes for our year 7-10 students?
  • To what extent does a holistic approach to play-based learning have an impact on academic and social/emotional outcomes for K-2 students?

Further to this, there has also been our work with 10 CEDP schools and the University of Wollongong with the Oracy Project for kindergarten students. Furthermore, there is the ongoing and privileged work of engaging with 37 schools around the country each time we gather for the New Metrics Project led by the University of Melbourne. It is exciting, enthralling and challenge work and offers much promise for better experiences and opportunities for our students, both in the short and longer term.

As we have meandered through the complexities of evidence based researched in key focus areas, the NSW Government promoted the development of a learner profile because of the call to end dominance of ATAR. The state government argues that the new NSW Learner Profile, a digital wallet, will be a young person’s passport to future education and employment. In developing the learner profile, the differences and similarities between a profile, digital passport, folio of evidence and mainstream resume, need to be resolved. Furthermore, the standards which sit underneath a universally accepted learner profile need to be accepted as valid by wide ranging audiences including parents, future employers, tertiary organisations. More importantly, there is the for the students/learners themselves to understand, translate and be affirmed by a profile which accurately conveys their strengths, interests, motivations and abilities.

Developments such as the NSW Learner Profile are responding to growing knowledge that Australians say they’re not convinced the education system prepares us for the workforce. School is not just about developing economic pawns for the future economy, however it is the main driver of change being promoted by government.

There has also been a push to consider new ways of learning and working for teachers as reflected by a plan to end the 9am to 3pm school day in NSW. As part of our collective transformation agenda in Catholic Education Diocese of Parramatta, St Luke’s and many other schools are exploring new ways of learning and working. In fact, inspired by a St Luke’s staff meeting in May, I am soon to meet with fellow principals and system leaders to further explore the topic. As a part of that we will consider ‘Scheduling for Learning, Not Convenience‘ as part of our driving question, How might new ways of student learning enrich the professional lives of staff? In reflecting on this question, we will consider the structures, resources and mindsets required for ‘new ways’ of student learning, and how those structures, resources and mindsets might enrich the professional lives of teachers. 

To my St Luke’s colleagues, and colleagues afar, rest well these holidays.

Learning and Working in Schools

Most recently, as part of my work leading a large and complex preschool to post school setting, I have been engaged with other thought leaders about the staffing and roles required for our context within the rapidly changing world. In doing so, I have considered this question continuum produced by the OECD about the future of schooling.

The OECD have also produced 4 scenarios for future schooling.

The four scenarios are fascinating and they provoke us us to think more broadly about the future of learning. For example, it might one day become mainstream for most if not all schools where we see:

  • The use of efficient technology, flexible timetables and complementary pedagogies resulting in more flexible class times occasionally delivered later into the day or evening for students in Years 9-12.
  • Increasingly using outsourced providers to co-plan, co-teach, and co-evaluate new metrics learning which acknowledges the teaching and assessment of the general capabilities and enterprise skills. 
  • An expansion of flipped learning acknowledged as part of indicative mandated hours meaning less face to face teaching and more blended approaches.

It may be that we need to consider aspects of hybrid learning by Global Online Academy.

All of these new ways of learning have implications for new ways of working.

Whilst considering the above in the context of student learning and staff working in schools, there are many system and school leaders within Australia and across the world thinking about the future of education. Some have reflected about preparing for a post-Covid world and the changes they wish to keep. Whilst it may be argued that our localised state and national response to pandemic schooling has lacked the creativity and courage to act with ‘the fierce urgency of the now’ – I mean, what’s changed? – there are examples of schools and their communities who have discovered a sense of agility that cannot be wound back. As such…

“… we’re also going to see families want flexibility in what ‘going to school’ means at different times of year. Instead of homeschooling, they’re going to want to keep their students enrolled in school while they engage online from wherever they may be. Schools will need to offer programming that allows for more flexible access.” 

From Eight Predictions for Education in 2021 by Michael Nachbar

With an eye on senior secondary schooling and the possibilities that come with reduced need for face to face hours for student learning, there needs to be consideration given to more flexibility for teachers and support staff. Across a number of industries and workplaces there continues to be considerable reflection about work productivity. These include reinvesting commute time, being more productive at meetings, and better work/life balance for employees. Such realisations confirm the findings of a 2013 Stanford University study which found home working led to a 13% performance increase. More recently, a 2020 survey conducted by a Californian company during Covid-19 showed a 47% increase in work productivity. There is enough evidence which confirms that Working From Home Increases Productivity.

Therefore, in a school setting there could be consideration for: 

  • Late start or early finishes for teachers of secondary students.
  • Increased planning time for teachers of younger students because there is more play time and less ‘drill’ time.
  • Leaders working from home one day a fortnight on a rotational basis.
  • Senior support staff whose roles work predominantly uses online platforms technology could access those same online platforms from home.

We know that change has arrived and we now have to initiate new ways of learning and working.

As always, comments and questions are more than welcome.

Greg

Rethinking the Senior Secondary Years

Rethinking the senior secondary years across Australia requires a deep rethink and the ATAR is not needed as part of its future. As seen below, the ATAR is not required to access most university course disciplines.

The relevance of the ATAR has declined dramatically since it inception over 10 years ago. As seen in the two graphics below, universities offer many other alternative pathways for students to access course offered by their institutions.

Interestingly, VET courses at 12% and higher education courses at 26%, without an ATAR and without a HSC, are seen as credible options for universities when accepting undergraduate university students. And, it is in the area of ‘higher education course’, that St Luke’s Catholic College, along with Catholic Education Diocese of Parramatta, have partnered with Kaplan Education to develop new thinking for senior secondary years.

Over the past two years St Luke’s has been in discussions with KAPLAN. The outcome being that St Luke’s can now offer a pathway which, through their HSC work in years 10, 11 and 12, allows for a student to attain their HSC AND a diploma qualification through KAPLAN -Essentially,

a dual credential is possible when leaving Year 12 at St Luke’s.

For students embracing their senior years of learning at St Luke’s, we will:

  • Continue to vigorously pursue our vision to nurture faith filled curious children to become creative contributors and innovative problem solvers for a changing world;
  • We will maintain our commitment to enable students develop the social skills and enterprise skills required for a changing world; and,
  • We will ensure the HSC is available and attainable for each and every one of our students.

We have started doing this in Year 10 in 2021 by carefully mapping Life Design (a 7-10 course unique to St Luke’s) content with HSC requirements so that by the end of Year 10 students will have accrued 3 preliminary units and one HSC unit of study. Essentially, their HSC has already begun! This reality allows for much flexibility and increases the number of learning opportunities over the next few years and therefore a number of post school options. The first of these is: 

  1. a traditional learning pathway where students engage in a number of elective subjects to obtain a traditional HSC qualification.  This will include a diverse range of offerings to cater for student interests, and will include the opportunity for students to attain VET qualifications and possibly complete extension subjects, if they are able and interested. 
  1. Secondly, there will be Diploma Pathway Options. Students will be able to use some of their HSC learning to act as recognised prior learning towards units of a Diploma program. Specifically, St Luke’s currently has an articulation agreement with Kaplan Business School which aligns learning in Years 10, 11 and 12 with a Diploma of Commerce when studying Work Studies in year 10, Mathematics in Year 11 & 12, and Information Process and Technology (IPT) in Year 11 & 12. Successful completion of these courses will see students receive certification for up to half of the Diploma at no cost, all the time working their way towards the HSC.
  2. Either option allows for an ATAR to be attained, however, it is not necessary.

Further to this, and through a clever use of time, students will then have the opportunity to accrue the other half of the Diploma directly with Kaplan Business School. Successful completion of this Diploma by the end of Year 12 ensures direct entry into a 2nd year, Bachelor of Business. 

Our next step ia to broaden Diploma Program by working with Kaplan and other Higher Education organisations so that we can offer other streams in areas such as Information Technology, Creative Industries, Tourism and Events, Engineering, and even Entrepreneurship.

As you can see, by rethinking the senior secondary years at St Luke’s, we are really looking to ‘what ‘s next’, when it comes to the HSC. How exciting!

As always, questions, comments, suggestions are welcome.

Regards

Greg

Wondering about NSW Curriculum Reform

Yesterday, in response to the NSW Curriculum Review final reportNurturing Wonder and Igniting Passion – chaired by Independent Review Lead, Professor Geoff Masters AO, the NSW government issued a press release (15/1/21). In part, it was communicated that the NSW Curriculum Reform is powering on with the first stage of decluttering that will see a reduction of more than 80 courses developed by schools classified as unnecessary. It went on to say this first step will soon be followed by the roll out of the new, streamlined K-2 English and Maths syllabuses in March this year. This will be welcomed by the teachers who oversee very crowded Maths and English courses for 5-8 year old children.

But, I am still wondering about the first step…

Free Vector Image

According to our Premier Galdys Berejiklian and Minister for Education Sarah Mitchell, the action of “removing unnecessary courses” developed by high schools is “decluttering the curriculum”. Dare I say it, it is also removing choice from students and voice from schools! However, whilst this action reduces the number of courses, it does not address the crowded nature of the curriculum, most notably the amount of content knowledge and skills that some syllabuses expect teachers to cover and students to learn.

By 2022 all Year 9 and 10 elective courses developed by schools will be phased out with “Year 9 and 10 students able to select elective subjects that will be developed by the NSW Education Standards Authority and will be available state-wide.” Again, I wonder…

The reason I wonder is because electives are no longer mandated by the NSW government. 10 years ago, the (old) School Certificate ceased. In its place came a more fluid and flexible accreditation known as the Record of School Achievement (ROSA). With this, mandated requirements changed. Consequently, the requirement for students to complete electives ended. This has been the case for 10 years!

Essentially, once schools cover mandated requirements in core areas by timetabling minimum indicative hours for each course (subject), there is no need to offer any electives. So, I am wondering, why has the government started its release of curriculum reform with this focus?

A number of recommendations came from the NSW Curriculum Review final report. Most notably, one of Professor Masters’ key recommendations was to consider moving away from the time anchored nature of the current curriculum and strive for so-called untimed learning. This might mean students could move through content at their own pace, moving away from a time anchored, age related curriculum. Another key recommendation was for teaching and learning in the senior secondary school to be less focussed on examination preparation, ATAR rankings and university entrance, and more focussed on equipping every student with the knowledge, skills and attributes they will require for further learning, life and work. I look forward to these ‘bigger ticket items’ becoming a reality sooner rather than later, starting with the new, streamlined K-2 English and Maths syllabuses in March this year.

Whatever the detail, the vast majority of educators responsible for teaching and learning in the thousands of classrooms around New South wales, yearn for curriculum reform which ensures each student is Nurturing Wonder and Igniting Passion.

Greg

The HSC – what it is and what it needs to be.

On December 18, 2020 there was an opinion piece in the Sydney Morning Herald, written by former chairman of the NSW Education Standards Authority (NESA), Tom Alegounarias. His piece, HSC is a glittering asset and we must protect it articulated the merits of the HSC and mounted a defence against a rising number of its critics. Later that afternoon, there was another opinion piece, HSC a brutal and irrelevant way to define ‘intelligence’ in a world opening its eyes to other values penned by journalist, author and columnist for SMH, Malcolm Knox. Both articles prompted tweets from the Executive Director of Catholic Education Diocese of Parramatta (CEDP), Mr Greg Whitby.

So where are we with all of the robust conversation around the New South Wales HSC?

For what it is worth, I agree with Mr Alegounarias when he writes, “The HSC is a rich and varied curriculum developed carefully and conscientiously by teachers and subject experts” and has “high expectations and common rules for everyone“. Also, I agree, in part with Mr Knox who sees the HSC “as a rite of passage and an educational journey, has a lot going for it“. However, what the HSC is and what it needs to be in the future are two different things.

Mr Alegounarias points out that the HSC has “over 4000 paths”. Looking to the future I would suggest those paths need to better align with, as Knox writes, “a world that is finding many different things to value: emotional intelligence, kindness, empathy, understanding, intuition, commonsense, initiative.” There is now a need for skills, capabilities and dispositions to be assessed, along with knowledge and understanding, Using both formative and summative feedback, over time teacher feedback would highlight a student’s strengths and areas they can further develop. This approach is not mutually exclusive to the current curriculum – it can be aligned and connected – and there are many local and global school examples of where this is currently being done.

The HSC (and learning prior to Year 12) needs to assist students to better understand, for example, their ability to ‘witness’, ‘manage’, ‘relate’, ‘inquire’, ‘think’ and ‘create’. Such capabilities could be reflected in a ‘Learner Profile’ and complemented by a student’s online folio of evidence which showcases the very best of ‘who I am’, ‘what I can do’ and ‘what problems I can solve’. The profile and folio would add to the “power and prestige” of the HSC, speak to future employers and offer more insights than the ATAR or a ‘Band’.

This push for a Learner Profile is not a poor response to an “antipathy to systemised assessments”, nor is it a motivated by “impersonal exams”. Learner Profiles and online folios of evidence are not just the suggestions of education lightweights. Thought leaders such as Jan Owen and Peter Hutton as well as world renowned academics including Yong Zhao and Bill Lucas have been arguing for quite some time that education needs to move away from its exam centric ways.

Locally, there are those who inspire in this space. Liverpool Boys High School has developed learning approaches to measure, assess and report on the general capabilities. Rooty Hill High School is renowned for supporting students to develop, practise and refine capabilities across all learning areas as showcased through #MyLearningHub. From 2021, Kurri Kurri High School will introduce a graduation portfolio for Year 12 students who wish to continue with post-school study. At its core is a portfolio of work accompanied by a presentation.

Next year, the University of Melbourne commences a collaborative research venture with selected forward-thinking schools “to lead us away from the ‘grammar of schooling’ that continues to lock our schools into many of the distinctive features of the 20th Century version of education.” Known as the New Metrics Project, university academics will partner with innovative schools to develop new metrics and methods to assess, credential and measure student and school success. Why? Because, “young people must now be educated and assessed in new ways so they are prepared for a very different future.”

Whilst the HSC has been in continuous review for decades it now needs refurbishment. In doing so, we need to keep the best of what it offers and replace what needs to go with new metrics which offer a far more complete picture of each young adult’s knowledge, understanding, skills, capabilities and dispositions, and how they are applied.

As I have said, what the HSC is and what it needs to be are two very different things.

Comments, reflections and questions are welcome.

Greg.

Coaching to enhance learning

The work at St Luke’s prioritises student faith formation, wellbeing, general capabilities, literacy, numeracy, Key Learning Areas (KLAs) and an understanding how technology can accelerate and amplify such priorities. These priorities are reflected in our Professional Learning Meetings (PLMs) once a week, professional development offered by Catholic Education Diocese of Parramatta (CEDP), other external professional development providers, self directed learning, reflecting on data, and action research opportunities with local universities.

That being said, in 2021, there is a need to bring a more cohesive approach to our work with greater precision and alignment of the work of coaches. In fact, the priorities of the work become the priority of coaching so as to develop the capacity and capabilities of teachers to positively impact student learning. It looks like this…

Image developed by St Luke’s staff and produced by Elisa Pettenon

Our theory of action is that coaches lead learning to enable and enhance collective teacher efficacy so that students learn, grow and develop.

Professional Learning and Coaching

At St Luke’s, time is dedicated to professional learning meetings (PLMs) each Wednesday. This comprises a mix of Community PLMs (K-10), approximately 3 times per term, and School-based PLMs (K-4) and (5-10), approximately 6 times per term. In addition to this, various leaders have an allocation of ‘coaching time’, a time where they work with teachers individually, and in teams to co-plan, co-teach and co-evaluate learning in a priority area outline above. In 2021, there will be two key actions which further embed these priorities; they are, Learning Walks and Coaching Walks.

  • Learning Walks will be led by the relevant coach in the presence of the assistant principal. and are one way of monitoring the effectiveness of a school-wide learning priorities. As such, Learning Walks are as much about the work the school has been doing as they are about the work of the teacher. The learning walk fosters a conversation about learning and provides feedback about teaching that impacts on student learning and aligns with a shared vision. Participants which include senior leaders and peer coaches who provide feedback to teachers about their practice.
  • Coaching Walks and Conversations will be hosted by the principal, occur once a year, and act as ‘a check in’ with a coach in the context of their work with a teacher whom they are coaching. The Coaching Walk fosters an opportunity for the principal to hear from coaches about how they have applied the practice of coaching when working with teachers to enhance their practice and impact on student learning. Coaches will have the opportunity to articulate the clear alignment between student need, teacher need and school priorities. Coaching walks and conversations provide an opportunity to share the granular work of coaches to highlight the impact of student data as aligned with our whole school priorities.

Along with Learning Walks and Coaching Walks and Conversations, there will be other opportunities for teachers to develop their craft. They include:

  • Planned release time for Inquiry Leaders of Religious Education to assist teachers to develop their knowledge of the new RE curriculum.
  • Planned release time for the Diversity Leader and members of the Diversity Team to enhance each teacher’s ability to plan for learning adjustments, enhancing differentiation.
  • Planned release time for the General Capabilities Coordinator to enhance each teacher’s knowledge of how to plan for the teaching, assessment and tracking of the General Capabilities as expressed through our 6 Pillars of Learning.
  • The offer once a year for teachers to engage in a Peer Observation and view a colleague in another learning space/stage or school. Release will be provided when the purpose of a peer observation is validated by Coach and Assistant Principal and then supported by the Principal. For example, it might make sense for K-2/4 teachers to see a Reading Recovery or EMU session. It might be useful for a Stage 4 teacher to view the delivery of a high yield literacy strategy as delivered in Stage 3.

Conclusion

Overall, a far more planned and precise approach to professional learning and coaching will enable a closer alignment of work between teacher, coach/leader and principal to positively impact student learning. There will be many benefits including:

Overall, a far more planned and precise approach to professional learning and coaching support will enable a closer alignment of work between teacher, coach, leader and principal to positively impact student learning with many benefits including:

  • fair and equitable opportunities for teachers to access coaching support and professional development opportunities.
  • opportunities for teachers to reflect and self assess by learning the work as they do the work.
  • each teacher knowing their strengths and ‘next steps’ for further development.
  • triangulating the work of teacher, coach and senior leader and the impact on student learning.
  • an increased shared understanding of the work.
  • greater knowledge and evidence of the impact of coaching.
  • even greater relational trust between teacher, coach, senior leader and principal.

We, at St Luke’s have a plan for coaching to enhance learning, both for teacher learning and student learning. Now, we just have to refine it and then implement it!

As always, comments are welcome.

Greg.

A Wellbeing Ecosystem – the elevator pitch!

A whole school approach to wellbeing encompasses elements of promotion, prevention and early intervention. As the enrolment at St Luke’s Catholic College continues to grow towards 2000 students, so too will the complexity of student wellbeing.

With a clear understanding that St Luke’s is designing and establishing a new normal for preschool to post school learning, there is a need for a new ‘Wellbeing Ecosystem’ with roles which enable contemporary wellbeing approaches within a preschool to post school setting.

The evolving wellbeing ecosystem at St Luke’s will be developed so that it is built around a clear knowing and valuing of individual students, located within the diverse and thriving St Luke’s learning community. The aspiration is that a sense of belonging and connection is fostered with every member of the ecosystem – students, staff and families – ensuring exceptional care for each student. The wellbeing ecosystem is coherent yet evolving, and the ecosystem supports a range of daily and weekly routines, embedded ways of learning and working, and universal initiatives to meet the needs of all students at every age. This whole school approach is enhanced by specific interventions to meet the needs of selected groups of students, and one on one support where required from school staff including teachers, coaches, counsellors and allied health professionals. It looks like this…

Image by Elisa Pettenon

A cohesive, preventative and responsive wellbeing ecosystem, one which has clearly defined roles within the College learning community, some of which closely connect to allied health support, will

  • empower students to feel connected to the St Luke’s learning community as they develop the skills to be increasingly independent, empathetic and resilient.
  • adopt wellbeing approaches and initiatives which support the College’s vision to nurture faith filled curious children to become creative contributors and innovative problem solvers for a changing world. 
  • ensure relevance and rigour across the delivery of contemporary wellbeing initiatives through the analysis of data to support evidence-based practice.
  • honour the CEDP Positive Behaviour Support for Learning (PBS4L) approach to wellbeing, especially in the early years.
  • embed positive psychology approaches across K-12 including the provision of relevant and real world wellbeing content and initiatives as part of the mandated curriculum and Life Design in Years 7-12.

Such developments and increasing focus on wellbeing has me daring to articulate the following elevator pitch.

Image by Kelly Bauer

May the elevator pitch one day become a reality!

Regards

Greg

Feedback on the Capabilities for a Changing World.

Since St Luke’s commenced on 2017, we have relentlessly pursued the teaching, assessment and tracking of the capabilities required for a changing world.

The St Luke’s 6 Pillars of Learning align closely with the Australian Curriculum General Capabilities. These capabilities serve as a guide for equipping young Australians to live and work in a changing world. As such, the St Luke’s 6 Pillars reference the skills, behaviours, capabilities and dispositions required for curious children to become creative contributors and innovative problem solvers for a changing world. Learners actively participate in a changing world when they:

  • WITNESS by living the Good News as revealed through the Gospel of St Luke
  • MANAGE self
  • RELATE with others
  • INQUIRE and pose questions
  • THINK critically
  • CREATE solutions to real world problems.

In the table below, you will see “6 Pillars” of Learning and their 20 sub-elements.

Image 20-8-20 at 8.55 pmThe sub-elements are also seen as aspirational “I can” statements for students. These sub-elements are complemented by descriptive behaviours which together form a series of progressions which reflect growth over time. The pillars, sub-elements and descriptive behaviours serve as a guide for teachers to assess a student’s capabilities. They also serve as a reference point for a child’s ‘next steps’ in developing the capabilities required for a changing world.

The College recently took the opportunity to more formally provide feedback to parents about their child’s progress regarding their social skill and enterprise skill development required for a changing world. We did so by providing a graphic as sampled below for a Stage 4 (Year 7) student.

Image 20-8-20 at 9.25 pmFor the above table, please note:

  • Each letter followed by a number represents one of the 20 sub elements.
  • Not all sub-elements are assessed within a semester.
  • A number within a box represents the amount assessments. If there is no number then there was no assessment for that sub-element.
  • The  progression shaded yellow indicates the appropriate level for your child’s age and stage of learning, growth and development. Please click here to view the “Pillar Progressions”.

The College also took the opportunity to provide insights into the relationship between the St Luke’s 6 Pillars of Learning (capabilities required for a changing world) and the Key Learning Areas (subjects) for each student. Each of the 6 pillars is cross referenced against each of the subjects.

Image 20-8-20 at 9.18 pmWhen looking at the above table, the student is working extensively (well) by regularly exhibiting the actions and behaviours of the sub-elements across a number of subjects.

In conclusion, St Luke’s is only at the beginning of this ‘new normal’ and ‘emergent mainstream’ sharing and communicating of capabilities feedback for each student. At this stage, the sharing of information about each student’s capabilities has been limited to one specific time, even then, is communicated through a static PDF.

Our next challenge is to turn an improving ‘back end’ tracking tool into a more interactive and intuitive online experience for students and parents which engages them more than twice a year.

Onwards and Upwards!

Greg

Lifelong Learning = 60 Year Curriculum

Continually, we hear that as we move from an industrial world to a networked and connected world, the world of work and life will look very different for the students for whom we currently teach. So what does this world look like? Well, there is the theory that when a five year old starts school, it may just be the start of a 60 year curriculum. It means:

  • “Teenagers need to prepare for a future of multiple careers spanning six decades, plus retirement…our children and students face a future of multiple careers, not just evolving jobs.”
  • “Educators are faced with the challenge of preparing young people for unceasing reinvention to take on many roles in the workplace, as well as for careers that do not yet exist.”
  • A 2017 report commissioned by Pearson and conducted by the UK-based innovation foundation Nesta, “describes a future—a little more than a decade away—that is quite different from the present: a workplace strongly shaped by globalization, data-intensive decision making, advances in digital tools and media, and artificial intelligence.”
  • … “education’s role must be long-term capacity building—enhancing students’ interpersonal and intrapersonal skills for a lifetime of flexible adaptation and creative innovation.” The St Luke’s 6 Pillars of Learning are a starting point.
  • Education must also advance beyond preparation for work. Education must “prepare students to think deeply in an informed way, and to prepare them to be thoughtful citizens and decent human beings” Harvard Educational Review.

 

A question, “What are the organizational and societal mechanisms by which people can reskill later in their lives, when they do not have the time or resources for a full-time academic experience that results in a degree or certificate?”

a 60 year curriculum might look like... “providing a lifelong commitment to alumni that includes periodic opportunities to reskill through services offered by the institution; microcredentials, minimester classes, and credit for accomplishments in life; personalized advising and coaching as new challenges and opportunities emerge; and blended learning experiences with distributed worldwide availability.”

Our biggest challenge? “… the institutional emphasis in these models shifts to skill and competency acquisition rather than disciplinary topics and knowledge communication—the student’s goal is to develop a suite of skills and strategic attitudes to make a difference in the world, rather than just attain formal academic certifications to meet the immediate requirements of a particular occupational role.” So why just the HSC? Why just an ATAR? Why not do away with both?

The biggest barrier we face “is unlearning. We have to let go of deeply held, emotionally valued identities in service of transformational change to a different, more effective set of behaviors”… “transforming from degrees certified by seat time and standardized tests to credentials certified by proficiency on competency-based measures).”

The 60 year curriculum clearly points out that current schooling and tertiary education models are not serving future societal needs for all to be lifelong learners. This aligns with thinking provided to St Luke’s Catholic College when visiting Stephen Harris, Learlife Barcelona in January of 2020.

Image 14-6-20 at 5.10 pm (1)
Source: Stephen Harris, Learnlife.

 

Image 14-6-20 at 5.10 pm
Source: Stephen Harris, Learnlife.

Most notably, the change is clearly visualised for all to see. The shift will be from the three notable learning transitions of primary, secondary and tertiary learning (in pink), to an elevated and consistent level of learning over a 60-70-80 life span which, quite rightly, acknowledges early learning. Bravo!

Greg Miller – 14 June, 2020.