Inquiry focused professional learning

Effective professional learning is collaborative, inquiry focused and aligned with immediate priority areas of the school. Over the course of this term, teachers at St Luke’s Catholic College have framed their professional learning in response to a driving question.

Initially,  a set of Draft Inquiry Questions were developed. They were:

    • What patterns of data emerge from 2019 TTFM reports?
    • How can Immersive Technologies (VR/AI/AR) support quality learning?
    • How can Pivot support teacher professional development?
    • What are the various options for a whole school (K-9) timetable in 2020?
    • How can 100 minutes of literacy work across 300 minutes in the day?
    • How can we develop Independence Progressions for each child?
    • Using Professor McGaw’s heat mapping exercise, how can we more precisely align learning outcomes with capabilities?
    • How can critical thinking be taught and assessed? As a beginning point:

After a ‘Knows’ and ‘Need to Knows’ exercise, complemented by more reflection and discussion, a final set of five questions were developed. They were:

  • How can we better use data (from parents, teachers and students) to support student learning?
  • How do different timetable options impact on student learning?
  • What are immersive technologies and how can teachers best use them to support learning?
  • How do we develop a shared understanding of how critical thinking is taught and assessed?
  • How can heat mapping capabilities assist our development of the St Luke’s 6 Pillars of Learning?

Once developed, as a professional learning community, we engaged in the inquiry by referencing aspects of… 

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A framework for transforming learning in schools: Innovation and the spiral of inquiry by Helen Timperley, Linda Kaser and Judy Halbert (2014). 

After scanning in Week 5, reflecting in Week 6, focusing in Week 7 & 8, in week 9 teams planned their presentation in week 10. Groups paired up and presented to another group using the the following scaffold:

  • What was your question?
  • How do you go about investigating that questions?
  • What were your learnings?
  • What are your recommendations?

The outcome? No real answers but definitely more ways forward. For example,

  • as a result of the inquiry question about timetable conducted throughout our Community PLMs in weeks 4-10 of this term, our next step will be to explore a little more of ‘what might be’. As such, in Term 4 we will implement our own action research. In weeks 1-4 of term 4, all teachers will ‘build in’ 5-10 minute play/brain breaks for K-6 in one hundred minute learning sessions after morning tea and after lunch. In week 5 we will review our project. We may then amend, adjust, or simply not do it for the remainder of the term. Whatever we do, and through our own experience, we will be more informed when making decisions about timetable for next year.
  • In this same spirit of action research, teachers will work with senior leaders to consider how music and movement can complement the KLAs of English, Mathematics and Religion from Kindergarten to Year 4. 
  • A number of teachers will use VR Headsets, AR Makr and Augmented Reality to deepen learning in classrooms.
  • Furthermore, a small team of teachers are developing assessment rubrics which integrate ACARA General Capabilities progressions with assessment of learning outcomes across KLAs.

I look forward to the ongoing process of inquiry deepening our understanding of how we enable student learning.



Next Practice

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In this day and age, contemporary learning has to be a balance of best practice and next practice. Best practice is what we know works well. A mix of teacher directed learning, especially in the early years, balanced with play and inquiry where students learn through doing, allows students to attain the necessary foundations of literacy, numeracy and core knowledge. They are the foundations which unlock the potential for each child’s future. However, they are no longer enough to sustain a young adult as they strive for a post school life of contentment and fulfilment.

The nature and pace of change in and across countries has brought into hard focus an acceptance that the skills students need for a fulfilling life extend far beyond those required by young people from previous times.

Dr Phil Lambert – SMH, October 8, 2018.

The education system as we know it does not greatly assist students prepare for this rapidly changing world. For those of us in schools, we need to wrestle more with ‘next practice’, rather than perfect ‘best practice’, and we all need to do it now!

The possibilities of ‘next practice’ are many, but for me it has to be about using  individualised data mapped to the Australian general capabilities for each student so they can better understand who they and are and what their strengths are. The explicit teaching and assessing of the ACARA General Capabilities needs to be embedded into the daily practice of learning.

‘Next practice’ learning is also about teachers harnessing the potential of artificial intelligence (AI) to personalise learning. AI, when when used by discerning teachers, can accelerate feedback processes for students as well as assist students to self pace and self direct their own learning.

I realise that ‘next practice’ learning is about far more than the two big ticket items of AI and general capabilities, but whatever mainstream ‘next practice’ looks like, general capabilities will be embedded into a curriculum and there will be much personalised learning facilitated by teachers using sophisticated artificial intelligence tools.

Since St Luke’s Marsden Park commenced in 2017, a strong priority has been for each student to develop the capabilities required for a changing world as expressed through our 6 Pillars of Learning. Our twice yearly reports and student-led conferences reflect this commitment.  Furthermore, as part of our Pathways Program in Year 7 & 8, we partner with life coaches from Innerzone to ensure students can more accurately learn about their Strengths, Interests and Motivations – SIM, so that they can more deeply understand who they are, what they can do and what problems they want to solve. Our Year 8 students will soon articulate their life purpose statement. This will serve as the basis for their first draft post school pathways plan by the end of this year.

In the area of artificial intelligence, one programme we use is called ‘Scribo’. Scribo is a writing analysis platform which provides unique insights into who needs specific help to improve their writing. At St Luke’s, teachers have used Scribo to assess the student writing samples and provide effective feedback at a quicker rate, hence accelerating improved writing over time.

Next practice learning has to be about what we value for our learners. By focusing on the development of capabilities and using AI, our young people will be better prepared for  for a rapidly changing world.

Like always, comments are welcome.

Parent Involvement and Engagement

Since the inception of St Luke’s in February 2017, one of the ongoing challenges of designing a ‘new normal’ for preschool to post school has been to clarify how we work in partnership with parents to nurture faith filled curious children to become creative contributors and innovative problem solvers for a changing world.

With reference to the Family-School and Community Partnerships Bureau. 2012 and other research, we know that purposeful partnerships between school and families create better conditions in which children learn more effectively. That same research reminds us that parental involvement and parental engagement have a positive impact on student academic achievement, social skills and behaviour.

Over the course of Term 2 2019, a few members of staff have collaboratively worked with parents to co-construct an understanding of parent involvement, parent engagement and community engagement. We know that targeted and purposeful parent involvement and engagement will support better learning outcomes. 

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At St Luke’s Parent Involvement occurs when parents attend and assist at school organised events. It includes activities such as:

  • Cooking pancakes
  • Assisting with Bar-B-Ques
  • Setting up spaces and places
  • Attending Liturgies and Monday assemblies
  • Participating at Community days
  • Helping out with sports events at CEDP and other representative days.

At St Luke’s, Parent Engagement occurs when parents participate in and contribute towards learning focused activities. Examples include:  

  • Parent Learning Walk
  • Kindergarten Orientation
  • Numeracy workshop
  • Reading workshop
  • Participating in Facebook Live event
  • Engagement with (yet to be developed) live online dashboards of student progress.
  • Engaging with child’s Post School Pathways Plan (Year 9 onwards)

At St Luke’s, Community Engagement is when parents, community partners and other industry experts support, contribute and value add to student learning. It could include:

  • Parent presentations to students, classes or large groups in an area of expertise.
  • Parent participation in learning spaces linking their expertise to learning focus of the small/large group.
  • Accepting Internships/Traineeships.
  • Mentoring students with Passion Projects.

We know that increased parent involvement, meaningful parent engagement and purposeful community engagement will ensure greater possibilities for each child to grow as a learner and as a person at St Luke’s. The next step is to work with parents to action this for the remainder of 2019.



Detractors from afar

Over the last few weeks St Luke’s Marsden Park found itself in the news more than usual. That can be partly explained by our appearance on ABC’s 7:30, a television program with a national profile. Overall, the story portrayed St Luke’s in a positive light; however, the assertions by Jennifer Buckingham from the Centre of Independent Studies  that, “the approach taken at St Luke’s really is an experiment” and, “there is a great risk that this experiment will fail”, could not be left unchallenged. It prompted the various responses including:

Jenifer Buckingham offered her comments from afar, without visiting St Luke’s and without speaking with any teacher, student or parent. I am unsure of her expertise but she certainly presented herself as an expert. If Jenifer did visit St Luke’s maybe we could find the middle ground that seemed to surface with this Twitter exchange.

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Many threads appeared long after the initial tweet. One such example being,

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Of course, comment about St Luke’s has not been limited to ABC’s 7:30. Before and after there have been comments and responses far and wide and across many forums, many them without much evidence. Most educators know that data and evidence are tools of the trade which need to be applied to local context. So, I offer the following:

  1. Apparently, we are teaching our students to see testing as a waste. Well, we do not have exams at St Luke’s. We see little use in it for students until they reach Year 11. At times, teachers use pre and post testing as one strategy to assist students see learning growth from the beginning to the end of a unit of work. Furthermore, quizzes are occasionally uses as are lists which assist students to clarify what they already know and what they need to know. Students refining their lists of “need to knows” and “knows” offers a visible measure of how students deepen their understanding about a concept or content as they learn about it.
  2. Apparently, we have Failing Grades. Well, we adhere to NSW Curriculum requirements of reporting to a five point scale; however, we don’t use A to E. That’s because we map each child’s growth against progressions, so, I am unaware of failing grades. There have been  comparisons between our NAPLAN data with other ‘similar schools’. As a new school, St Luke’s did NAPLAN for the first time in 2017 with just 19 students (across Year 3 and 5). Those NAPLAN results are a measure of an extremely small student sample and may not provide a meaningful insight. I wonder how many of those ‘similar schools’ have grown by over 300 students for two years in a row, and, as a part of that growth, have over 40% of their students not speak English at home? Lastly, NAPLAN stands for National Assessment Program – Literacy and Numeracy. NAPLAN is not a test, it is an assessment, a diagnostic tool which, four months after the event, provides individualised information about achievement levels with reference to strands of literacy and numeracy. The reality is that politicians and media then manipulate the data to develop leagues style tables to suit their own agendas
  3. Occasionally there has been reference to families leaving our community. St Luke’s commenced in 2017 with 86 students across Kindergarten to Year 6. In 2019, we have over 670 students from K-8 with an over fifty nine 3-5 year olds attending our early learning centre each day. We currently provide 120 places for Kindergarten and have a waiting list this year. It is anticipated we will have a waiting list for Kindergarten, Year 1 and Year 2 in 2020. In the interests of transparency, we’ve had 7 dissatisfied families leave St Luke’s with only 3 of them citing a lack of testing and a lack of grades as the reason for leaving. Suffice to say, we assess student learning on a regular basis, with a strong emphasis on regular ongoing feedback. Research reminds us that if you provide feedback with grades, students ignore the feedback. We are confident that our teaching strategies and feedback processes assist student learning growth and we see evidence of this on a weekly basis.
  4. We have even been accused of having a sub-standard educational philosophy. This reflection is offered by people who have not even visited the College and is not even worth addressing. 

Other than attending school themselves or sending their own children to school, I am unsure of the educational qualifications and experience of self proclaimed experts. Mine? At the risk of blowing my own trumpet, I have a Diploma in Teaching, Bachelor of Education, Graduate Certificate in Boys’ Education and two Masters Degrees. This complements my 30 years in education and 10 years as principal across two school settings.

Over the last 5-10 years, I have noticed an increasing number of politicians, media and people from all walks of life, who think they are entitled to offer ill-informed comment without relevant qualifications, knowledge and experience. For those of us involved in the day to day challenge of educating students for a changing world, we know that literacy and numeracy are important, and they serves as the non-negotiable foundations for further learning. In this rapidly changing world, we also know that students will need to learn to:

  • manage themselves in a world of short term contractual work, not a job for life.
  • relate with others in a world that growing in population with easy access to people through an online world at anytime.
  • inquire and pose questions, especially in a world where artificial intelligence will challenge us to respond to deep ethical questions.
  • think critically and develop ethical reasoning skills in an age of rapid technological advancement.
  • work collaboratively with others in creating solutions to real world challenges.

I trust we can all come together to acknowledge and address the need to provide learning pathways for students which develop the foundations of literacy and numeracy, as well as develop the capabilities required for a changing world. Anyone unqualified and without educational experience can only be considered as detractors from afar.





Autodesk Gallery San Francisco

One day last week I had the opportunity to visit Autodesk Gallery in San Francisco. Since 1982, Autodesk has partnered with creative individuals and forward thinking organisations to use AutoCAD and other software, sometimes open source software, to shape a better world. Areas of focus include Architecture, Engineering & Construction; Automotive & Transportation; and, Manufacturing

When you visit you can,

See how design shapes the world, from the buildings we live and work in, to the machines that propel us forward, to the products that enrich our everyday experiences” 

Before the tour started I observed a book on the coffee table in the foyer. It got me to thinking, tinkering, adding, (even misappropriating?) it to read…


Our wonderful tour guide referenced many stories about exceptional design processes and how people are working together and inspired by each other to use technology to imagine and shape a better world.

Our wonderful tour guide informed the group that technology evolution is measured by 7 year increments and that it takes 12 years for invention to become reality; that is, from idea to concept to design to iteration(s) to production. The ideas and concepts are coming quicker than the technology can keep up. To date, ‘the successes’ have been due to the collaborative approach to innovation and the technology ‘catching up’. No one person can do innovation on their own anymore, and that is because access to technology in the cloud accelerates the exchange of knowledge which can be applied across countries and contexts.

There were numerous examples of innovation and I encourage you to visit the website to discover them. However, one of the standouts for me was the ‘Embrace’, a portable infant warmer that does not need continuous power supply. Purchased by non profits and sent to underdeveloped countries, innovative thinking at Stanford DSchool means approximately 20 million premature babies a year in developing countries can now be taken home – source, Autodesk Tour Guide, 8 May, 2019.

Of interest was seeing, touching and feeling the 3D Nike shoe which was worn by the women’s winner of the latest London Marathon.

It is great knowing that Autodesk is a champion for schools. They offer support for schools where students and teachers can,

“access the same software and creativity tools used by industry leaders worldwide and start to imagine, design, and make a better world” 


You can download free software, design projects and get certified. This sits well with a self directed approach to micro credentialing as students grow throughout their pre-eminent post school years.

Autodesk are going from design to product much faster and with less impact on the environment. They are using robots to recycle concrete for buildings, dams and bridges, do welding in factories, and will soon assist companies to locate robots on building sites to do the work of labourers. That’s a real life example on manual labour, even skilled labour, being replaced.

As an aside, Australia featured. As soon as you enter Autodesk Gallery you see a model of Optus Stadium, Perth. The latest addition to the nation’s stadium build, was innovative in the sense that every single contractor had to use BIM = Building Information Modelling software. BIM enables 3D tracking and animation of issues during design and construction phases of projects.

3D Model of Optus Stadium, Perth.

Here are (only a few) photos I took on the day.

If you are even in San Francisco, you must visit.





New Tech High and the Post School World

For those that don’t know, New Technology High School, located in Napa, a 75 minute drive north of San Francisco, was established 23 years ago. The ‘technology’ is no more or no less visible than many other schools. The focus is definitely on learning by bringing even more rigour to its highly credible project-based approach underpinned by their driving principles of learning.Image 9-5-19 at 2.02 am

Aaron Eisberg, the Learning Co-ordinator of the Centre For Excellence at New Technology High School, hosted my visit. Aaron kept ensuring his input and resources were directed to me and my context. He was acutely aware that I was the learner and continually asked questions such as, “What do need to know?” and, “Are you getting what you want out of this?” I was very much at the centre of the experience, much the same as the students at ‘New Tech High’.

Part of my visit was spent touring the campus led by a Year 12 student. As I walked the corridors and entered classrooms, it was obvious that group work is important. However, there is choice with that. There is no set figure of having to work in groups of say 4. One can work independently on a project but still be able to collaborate with experts external to the school as well as seek input and critique from other students within the same class.

A stand out take away for me was how much precision there is to connect senior students to the post school world whilst they are still at school. With that comes school based requirements additional to the required by the state for graduation. These include:

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To support students complete these requirements, there are three counsellors on staff for just over 400 students from years 9-12. Along with wellbeing counsellors there is what is known as an Internships Counsellor. The role of this person is to work closely with each student to align their industry interest with post school possibilities. When speaking with two students about this requirement, they were very animated and stated it was a highlight of their time at New Tech. As aside, it is interesting to note, that students complete the 60 hours within the last 2 years and usually in their own time, outside of school hours.

The precision around ‘post school’ also sees students access ‘pre-college courses’ which, if need be, can be transferable to local California universities. Many of the students go above and beyond school requirements to complete engaging College courses within areas of interest. I was informed that one student had completed courses which saw them attain all first year university requirements and some of their second year university requirements. Due to local district agreements these courses are free for school students. So, not only are the university course costs reduced, so too is the length of stay at university.  This option may not be for everyone, but it is great for each student to know that this is an option.

At the end of Year 12, a capstone event is organised by the College. This event provides each student with an opportunity to present an online folio of work to “showcase business entrepreneurship and market readiness skills” and, the public is invited – now there’s an authentic audience! I wonder if there have any been any job offers have come out of the evening? Hhhhmmmm.

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The other stand out for me hearing about the professional learning communities where teachers work together in groups to respond to driving questions. These include:

  • What does effective assessment look like within the context of a project? Why, what, and how do we assess students?
  • How can scaffolding be used within a project to deepen rigour and applied learning?
  • How do we use culminating events to bring more authenticity and adult connections to our projects?

The intent is to ensure that project based learning continually evolves, improves and responds to the needs of student learning.

For those interested, you can read PBL vs Project Based Learning. It will offer insights for you and your colleagues.

The New Technology High Center for Excellence – An incubator for deep professional learning!

For many of you reading this, it will be no surprise to know New Tech High are doing great things, both with project based learning and working with students for post school life. The challenge is, how can that be scaled in a way that transforms learning across the United States and across the world? Well, the New Tech Network is one response to that.

Thanks for taking the time to read,


Napa Junction Elementary School

A fault line runs underneath Napa Junction Elementary school. In 2014, the Napa Valley experienced an earthquake and while there was damage to the region the school remained rock solid despite the chaos.

That memory acts as a metaphor for the learning at this vibrant K-5 community. There is an unshakable belief that the students have to do the learning, and that is demonstrated by the teachers who challenges students with high expectations from as young as Kindergarten.


Principal, Donna Drago, courageously introduced Project Based Learning 5 years ago, 5 yeas after she started as principal at the school. Donna was quickly joined by champions on staff. Together, and over time, the results, outcomes and learning growth of students have all validated Donna’s decision.

Whilst PBL is integral to the work, the greatest observation I made is that there is no ‘dumbing down’ of the learning. Planning is meticulous and implementation of learning is methodical – in a good way. After being introduced to learning targets at the beginning of each unit, all of which remain highly visible throughout the days and weeks which follow, there is great expectation placed upon each student to know those learning targets and their individual progress towards achieving those targets. Furthermore, there is requirement that students can discuss their learning, talk about their highlights and reflect on their struggles – all of which I heard from children as young as 5.

Targeted professional learning provides the focus of teacher learning. The school acknowledges that all teachers are learners first. Each fortnight, extended time for professional learning (although this is not the only time) ensures that teachers extensively plan. This ensures quality teaching, not just through project based learning, but of the critical foundations of literacy and numeracy – it is rigorous!

There is great flow within lessons with smooth and seamless transitions between activities. During each activity, students know where they are supposed to be, with whom they are supposed to be working (individually, in groups or with the teacher) and what work will assist them with the ‘next steps’ towards the learning target. There is great growth for each child. One data set which supports this are the flattering state based test results.

Students are constantly required to self reflect on their progress towards the learning target.
A visual assisting students to reflect about 1. what stage of the learning process and 2. where to next.

Overall, whilst the classrooms did not have all the ‘bells and whistles’ of a shiny new learning environment, staff were completely committed to supporting students grow as capable learners who can confidently discuss and maturely reflect on their learning.

What else? Among many things,

I heard from Donna… “PBL lends itself best for Science” and “with the big push for the information as part of the (elementary) science course, it can incorporate literacy strategies really well”.

I was reminded that reading is highly instructional – “You have to teach reading. ‘I read’ is an online scholastic program which reinforces rather instructs.”

I saw this wonderful “Peace Path”.


I noticed the excitement of  Year 4 students as they learnt how to engineer the fastest gravity powered green car through as well planned, rigorous PBL approach to learning as seen by the pictures below.

In conclusion, “thank you” Donna for taking the time to show me around as well as discuss learning and broader educational matters. “Thank you” to the teachers who warmly welcomed me into their classrooms, and special appreciation to the classroom ambassadors who spoke so articulately well to help me learn.

You know, the more classrooms I see and the more articles I read, the more I come to understand that whilst context is different from school to school, educational challenges and opportunities are universal the world over.

If you ever get the chance to visit Napa Junction Elementary School, please do yourself and favour, and enjoy!

Kind Regards,


Catch them doing good

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Image courtesy of Pixabay

I recently came across this article, “How Ending Behavior Rewards Helped One School Focus on Student Motivation and Character”. It is a 5 minute read and outlines the reasons why some schools have adopted a ‘No Merits, No Rewards’ approach. I encourage you to find the time to read the article. The reason I do so is because it provides insights into the ‘WHY’ we do not have rewards, merits, stickers and stamps at St Luke’s Marsden Park.

The article reflects wider research which, on balance does acknowledge that rewards, merits, stickers and stamps can work, particularly for “hard-to-reach kids”. It also confirms that human nature can be to repeat good conduct that’s positively reinforced and/or avoids punishment.

“But a substantial body of social science research going back decades has concluded that giving rewards for certain types of behaviour is not only futile but harmful.”

In his book Drive: The Surprising Truth About What Motivates Us, Daniel Pink identifies seven drawbacks to extrinsic rewards. They are:

  1. they cripple intrinsic motivation
  2. limit performance
  3. squash creativity
  4. stifle good conduct
  5. promote cheating
  6. can become habit-forming and
  7. spur a short-term mindset.

With an increasing need to nurture creative contributors and innovative problem solvers for a changing world, offering rewards and merits can become what Daniel Pink calls, “a very dangerous game”.

We know what the research says and what what real life presents. There may always be a place for recognising student effort, behaviour or achievement ‘above and beyond’ what is expected of them. This leads me to ask… What are the reasons for handing out certificates or merits or rewards to students?

  • Using your manners? But isn’t this the expectation?
  • Producing your best effort with school work? But isn’t this the expectation?
  • High levels of attendance? Again, isn’t this the expectation? Maybe if a student was to do this 2 or 3 or 4 years in a row, that would be exceptional and quite probably above and beyond the expectation.

Instead of handing out rewards, merits, stickers and stamps, I am strong in the belief that we are better to catch  students ‘doing good’ in the moment. Private words of encouragement in the moment have greater impact than the public monthly awards at assemblies, often when the moment has passed and been forgotten. 

As always, comments are welcome.


What is the ‘new normal’?

As Principal Leader of St Luke’s Catholic College, I am constantly challenged and supported to collaboratively work with leaders, teachers, students and parents to co-design and establish a ‘new normal’ for preschool to post school learning.

Recently, I was asked to offer my insights into what the ‘new normal’ is. The comparative table below is by no means comprehensive, and nor is St Luke’s covering all of the ‘new normals’ listed below. However, the table offers a reference point, one which is continually updated and changed, just like a ‘start up’ I suppose.


 New Normal (or next iteration)

Religious Literacy and whole cohort Faith in Action. Experiential Religious Inquiry and personalised faith experiences.
Literacy: Speaking and Listening, Reading and Viewing, Writing. Literacy: Speaking and Listening, Reading and Viewing, Writing, Oral Literacy.
Numeracy: Number & Algebra, Measurement and Geometry, Statistics and probability. Numeracy: Number, Measurement, Geometric Reasoning, Multiplicative Thinking, Reflection.
Early Years Assessment EYA, AND, qualitative observations, assessment and feedback of social and emotional skills, and student independence.
Literacy and Numeracy Assessments ongoing throughout K-9. Egs? Running Records purely to find a ‘level’. Literacy and Numeracy Assessments EG: assessments that purely drive learning/using the information to inform the teaching not just to have a ‘grade’ attached.
Assessment of learning outcomes informing to A to E reporting. Assessment of learning outcomes to inform General Capabilities.
A top down, crowded curriculum designed and centred around Key Learning Areas (KLAs). A streamlined curriculum with core content, skills and knowledge driven by student interests and passions.
Moderated teacher assessment for  student achievement measured against syllabus outcomes. Moderated teacher assessment, self assessment and peer assessment validated by teachers for syllabus outcomes, general capabilities and dispositions.
HSC Exams and major works/projects to attract marks, bands and ATAR for university entry. Major works, projects and folios of work showcasing individual skills informing multiple post school pathways. No exams.
Separate, disconnected services on different sites. eg. Early Learning separate from primary separate from Secondary, seperate from High Needs School. Connected aligned services merging together on one site which allows for ‘funding continuity of learning’ for students, supported by connection across the services.
Teacher wellbeing leaders of large cohorts (Pastoral Care Coordinators, Year Coordinators, House Coordinators) genreally without health and wellbeing qualifications. Learning Mentors based in smaller, family based groups supported by in-house allied health and wellbeing personnel such as speech pathologists, occupational therapists, paediatricians, psychologists, etc.
Students’ birth dates define the learner’s journey… Students are grouped based on:

  •  Literacy, numeracy and academic standards.
  • self awareness of general capabilities.
  • level of independence and ability to self-direct.
  • ability to collaborate.
Learning revolves around curriculum (and mainly content) requirements… Student learning involves real world challenges which contextualises cognitive skills, technical skills, character strengths, and subject-area content.
The school day is divided into subjects… Subjects are integrated into self-interest projects. The school day is a balance between deep learning time for long-range projects, and time for self-paced mastering of core skills and content with ‘opt in’ small group workshops.
Static A-E grading and twice yearly reporting. Students work folios reflective with a mastery transcript and evidence of learning, accessed 24/7 by parents.  Learning Mentors communicate with post school industry and tertiary groups aligning student capability with direct entry post school pathway options.

What are your suggestions for the ‘new normal’. What’s missing from the new normal above? What are you doing that would constitute the ‘new normal’? What is your learning community doing that would constitute the ‘new normal’? Feel free to add to the table via the comments section of this blog.

Thanks for reading,


NSW Curriculum Review – I’ve had my say.

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My most recent blog The NSW Curriculum – Less is Best (November, 2018)  encouraged Professor Geoff Masters and colleagues to declutter the NSW Curriculum. Since then, and in response for a call for submissions, I considered the four leading questions of the Review. 

  • What should the purpose of schooling be in the 21st century?
  • What knowledge, skills and attributes should every student develop at school?
  • How could the curriculum better support every student’s learning?
  • What else needs to change?

So, I decided to answer these questions with many links and references to blogs I have written over the last 3 to 4 years. Here we go…

What should the purpose of schooling be in the 21st century?

To consider the purpose of schooling, one must consider its connection with learning and teaching (January, 2015). So, for me, starting with a deep belief that each child can learn, the purpose of schooling in the 21st century is to firstly provide precise and rigorous instructional teaching so students can engage with the foundations of literacy and numeracy. Once these essential foundations are established, a child is then enabled  to develop the social skills and enterprise skills so they can maximise their potential as learners and then become creative contributors and innovative problem solvers for a rapidly changing world.

What knowledge, skills and attributes should every student develop at school?

There needs to be a greater focus on the ACARA general capabilities as per Recommendation 7 of the Through Growth to Achievement Report which reads:

“Strengthen the development of the general capabilities, and raise their status within curriculum delivery, by using learning progressions to support clear and structured approaches to their teaching, assessment, reporting and integration with learning areas.”

As such, a new curriculum needs to bring social skills and enterprise skills to prominence (February, 2017) in schools and promote these social skills and enterprise skills (March, 2017) to parents and wider community so that they are seen as the equal of literacy, numeracy and key learning areas. Schools should be encouraged, challenged and, most importantly, trusted to develop a local contextual interpretation of the GCs.

At St Luke’s Catholic College, 6 Pillars of Learning provide a strong reference point for learning growth and development for each child. These 6 Pillars, framed largely from the Australian General Capabilities, were established in 2017 in response to the school’s commitment to bring social skills and enterprise skills to prominence (December, 2016). These 6 Pillars support a student’s ability to reflect on the skills and capabilities, receive feedback from teachers and we even report on social skills and enterprise twice a year (June, 2017). And over the last six months we have developed a partnership with UTS to use the “Review Tool” to develop and update our 6 Pillars.

Whilst the GCs address the skills and capabilities for a changing world, we also need to consider and reflect on the development of dispositions for each child. As young adults they will also be required to have endless reservoirs of empathy, resilience and persistence to problem solve with various teams of people in order to respond to the needs of the local community and the capitalise on the opportunities of living in an increasingly global world.

With a balanced approach towards the fundamentals of literacy and numeracy, the development of the GCs and a commitment to engage with the messiness of assessing (even assessing) dispositions, it may mean we continue to proud each and every Australia Day (January, 2018).

How could the curriculum better support every student’s learning?

We need to give back the learning to students by reducing core curriculum hours (even less than they are now) and allowing even instructing teachers and schools to not then ‘go over hours’ to ‘fill a day’ or fill a timetable’. This would encourage free thinking to minimise the hours and allow for exciting learning initiatives such as Adventure Learning (July, 2018), Genius Hour or Google 80/20 time.

We also need to get better at creating time (January, 2016) by considering bold ideas to better use time (November, 2015). We could flip the thinking about mandated hours (March, 2015) so that we can ‘give back time’ to students so they see their time at school as My Learning (March, 2018). This will assist with the aspiration to provide authentic personalised learning (November, 2016). Instead of parents asking how to study for NAPLAN or how do I best prepare my teenager for the HSC, it might mean that parents see a new set of non-negotiables (September, 2016) by asking:

  • “What did my child create today?”
  • “How is my child collaborating?”
  • “How are their presentation skills developing?”
  • “What team is my child working with and what problem are they trying to solve?”

What else needs to change?

With leadership from NESA, schools rethinking education (January, 2015) will move away from easily measurable standardised approaches to learning which will reduce media fascination with league table comparisons between schools.

Furthermore, there needs to be new pathways to post school (June, 2016) and a significant adjustment to what was labelled a modernised HSC (January, 2016) so that online folios of work showcasing the very best of a student’s skills and capabilities count more than one mark on one day at the end of 13 years of schooling.

What are your answers to the four questions of the Review?

As usual, comments and feedback are most welcome.