6. Forming connections with Primary Schools
The deliberate employment of Primary
Teachers for Year 7 and 8
Parents are transitioning as well
Not just about Year 7 – whole of secondary
7. WHERE TO FROM HERE
Specific teaching skills for classroom management of lower level students.
Strategies for team teaching.
Behaviour management micro skills
secondary teachers in primary schools investigating different approaches
I likes the idea of the High school teachers spending time in Primary Uear 7 classes.
Current Secondary Teachers need to know more about what is currently being taught in Years 6 and 7. They need to be able to visit Primary
schools, talk to the teachers, see the work being completed and be able to get programs. This all takes time for them to do, and they should be able
to access substantial time release (like 5 days minimum per teacher in 2014) to be able to do this.
A session in a primary school classroom or a workshop with primary teachers on how to engage and sustain curiosity, structure differentiated
learning activities, and timing sequences of learning.
Writing Integrated units of work!
on site, engaging, seen as purposeful
Attending a Primary school classroom
PD on stages of the development of the adolescent brain
How to relate to middle school students
How to engage middle school students in 2014 and beyond
We are continuing to focus on Visible Learning practices and this will be a significant focus for the preparation of learning & teaching of Year 7.
I think we're fine, but probably looking at young adolescent learners.
I anticipate staff will be interessted in better understanding he ways in which young adolescents think and learn and how to organise learning so
that it is effeccive and engaging for Year 7s.
More middle schooling concepts need to be explained from a pedagogy background.
Middle School philosophy - learners, teaching, assessment
Anything related to dealing with the typical issues that this age group finds challenging.
Anything that highlights the cognitive differences between these learners and the learners that Secondary Schools are currently familiar with
Intergration of learning principles of young adolescent learners
Literacy and numeracy
We have an established Year 7 to Secondary Working Party. This group together with readings provided to us in preparation for the WA
Symposium plus our learnings from this event will inform the October Twilight for our College.
Aspects of all of the areas deailed in section 6 above
Yr 7 is already sucessfully integrated into our Middle Phase
Integration across the curriculum, developing student centred rather than subject centred learning
Need some very practical whole school strategies for assisting students with organisation, homework and assessment.
8. Areas of focus
Integration of learning principles of young adolescent learners
Developing good, data informed practices to change school culture?
Integration of middle schooling principles into the timetable?
Implementation of the Australian Curriculum for Year 7 and 8
Templates for auditing school action on curriculum/pedagogy
Plan with and have conversations with feeder Primary Schools
Secondary teachers in Primary Schools
Understanding the Adolescent Learner
Deepening primary teachers knowledge of secondary curriculum
11. Scope and Status of Curriculum Areas 7-10
Years 7-8 Years 9-10
Humanities & Social Sciences
o Civics & Citizenship
o Economics & Business
Electives from other curriculum
areas + Work Studies (to be renamed)
12. Percentage of time for core curriculum areas across years of schooling
P-2 3-4 5-6 7-8 9 10
73% 80% 80% 86% 55% 53%
27% 20% 20% 14% 45% 47%
13. Priority and Emphasis in Learning
In the upper primary years and the first years of lower secondary schooling,
the Australian Curriculum continues to prioritise English and literacy and
Mathematics and numeracy, along with the opportunity for a broad
education drawing from each of the eight learning areas outlined in the
Melbourne Declaration. The Australian Curriculum across these years of
schooling provides core or common learning opportunities, while also
providing opportunities for students to deepen their learning in particular
areas according to their interests and needs.
(Shape of the Australian Curriculum v4.0, 2012, 38)
14. Rather than being self-contained or fixed, disciplines are
interconnected, dynamic and growing. A discipline-based
curriculum should allow for cross-disciplinary learning that
broadens and enriches each student’s learning.
The Shape of the Australian Curriculum: Version 4.0
17. Support and resourcing opportunities
Building collaborative partnerships &
opportunities across primary & secondary
18. A way forward
Planning for Year 7/8
Organisation of learning – timetable
Time to organise and plan for 2014
Date: October 28
Notas do Editor
Education plays a critical role in shaping the lives of the nation’s future citizens. To play this role effectively, the intellectual, personal, social and educational needs of young Australians must be addressed (Shape of the Australian Curriculum v2.0, 2010, Page 5).Guiding PrinciplesYoung adolescent learners succeed in environments that enable them to develop their own sense of identity and belonging through positive relationships with adults and other students. Through transition they experience the ‘newness’ and increased sophistication they have anticipated about secondary schooling.Young adolescent learners succeed in environments where teachers understand and want to work with them. Teachers work collaboratively to create curriculum programs and pedagogy that engage their learners and build on shared expertise in subject knowledge, literacy and numeracy and pedagogy.Young adolescent learners succeed in environments where improving achievement guides teacher practices that are collaborative, data informed, creative and engage students in deep learning.
These are the Key players & There needs to be consideration of each of these groups What will transition look like, sound like & feel like for the students, the parents and the teachers Educational FocusBased on our understandings of young adolescent learners, the principles that guide the move of Year 7 to secondary school focus on the student as learner and person and pedagogy and practices that support student achievement and development.What will the focus be for parents?What will the focus be for the teachers?
The move is about transitioning, pedagogy and the organisational structures to support students parents and teacher and Make it a positive & safe experience for everyone because it is a change for everyone. How do we ensure pedagogical practices support, enrich and challenge students in their learning?How can organisational structures support and ensure optimal learning happens for this group of students? How is this informed by the beliefs and values of our Learning Framework, the goals for education of all young Australians and the Australian Curriculum, providing direction for the creation of learning and teaching that:1. Promotes equity and excellence.2. Develops successful learners, creative and confident individuals and active and informed citizens. (Melbourne Declaration on the Goals for Education for all Young Australians, s.
What have we learnt about this move?Targetted group attended the symposium in WAGive some back ground to this symposium and the work that has happened so far. Provided the opportunity to collaborate & investigate key findings from the WA storyWhat grabbed you? What have you considered since returning?
Other key information about preparing for this move. Common themes of focus that have been identified from Synthesis of survey results and other feedback
Roleholders have completed a survey and other feedback has been collected along the way to inform a way forward. . This is being collated and it will be available to you in the future.This information will guide support and resourcing for schools in 2014
Some themes from the survey and other feedback in order of priority with highest priority at the top
What are the support and resourcing opportunitiesSpecific to planning and teaching these learners – Australian Curriculum – What pedagogical content knowledge will teachers need?
The AC is a 3D curriculum- learning areas, CCPS, GCs
2 columns:7-8, 9-10This is what makes up the mandate to what all students are entitled to learnThe greatest amount of entitlement is in Year 7 & 8 – implications for schools??
A message from ACARA about interconnectednessAn Australian Curriculum in the 21st century needs to acknowledge the changing ways in which young people will learn and the challenges that will continue to shape their learning in the future. (The Shape of the Australian Curriculum Version 2.0 Page 6)The middle years are an important period of learning, in which knowledge of fundamental disciplines is developed, yet this is also a time when students are at the greatest risk of disengagement from learning. Student motivation and engagement in these years is critical, and can be influenced by tailoring approaches to teaching, with learning activities and learning environments that specifically consider the needs of middle years students. Focusing on student engagement and converting this into learning can have a significant impact on student outcomes. Effective transitions between primary and secondary schools are an important aspect of ensuring student engagement. (Melbourne Declaration on Educational Goals for Young Australians)
What are the support and resourcing opportunitiesSpecific to planning and teaching these learners – Australian Curriculum through evidence based practice as identified in the BCE Model of PedagogyBy building Collaborative partnerships across primary and secondary
The how:Education in our schools is informed by the beliefs and values of our Learning Framework. The model of pedagogy is embedded in the WE TEACH pillar of the LF. The Model of Pedagogy is the key authoritative BCE model. The Model of pedagogy describes the broad principles through which research and evidence are applied to learning and teaching practice. Through the multiple lens’ of planning at a whole school level, year and department level and at the class and individual student level, the model of pedagogy provides a common language and processes as references for effective teaching practice across our schools. Teachers and schools can use the model as a reference tool to support the planning for learning and teaching as well as a reflective tool for evaluating practice.–
Building collaborative partnerships across primary and secondary
Support and resourcing: some examplesA day for secondary leaders to come together to to plan what this might look like in 2014 – ongoing collaborative partnerships to draw on our collective knowledge and skills A process to map directions for yourselves and willing teachers who would like to collaborate, share and reflect together Gather intentions to participate