Integrated Learning – innovative pedagogy for cross-curricula inquiry.
Traditional Custodians. I respectfully acknowledge the traditional custodians of this land where we meet today, the Cammeraygal people of the Guringai tribe of the Eora nation. Silkwood School is part of Kombumerri country and the wider Yugambeh language region, which includes the Gold Coast, Scenic Rim and Logan regions. At Silkwood School we have explored the notion that in order to protect and sustain the environment, people have to connect with it in physical and emotional ways, through direct experience. The respect and intuition our traditional owners have for the land and the interconnectedness of all elements is an inspiration for us. By getting in touch with our local indigenous communities we hope to inspire young people build deeper connections to themselves, others and their local environments in meaningful and authentic ways.
Learning Intention. This interactive workshop will explore how integrated learning can deliver the Australian Curriculum to students in cross-curricula ways that keep enthusiasm and curiosity for learning alive. How to: ➢ Work through interdisciplinary modalities - incorporating cross-curriculum priorities and general capabilities; ➢ Create learning opportunities that are developmental and differentiated, authentically contextualised and individualised; ➢ Negotiate the creation of meaningful and relevant learning artefacts that can be mapped to achievement objectives across various curriculum strands; ➢ Integrate inquiry and project-based learning principles; ➢ Focus on creative and critical thinking processes to intentionally enhance each student’s learning adventure; ➢ Reflect on student engagement through learning process. Check In: Is there anything else you were expecting from today, that’s not listed here?
Silkwood School Vision Statements. School Vision A community supporting young people to realise their potential; forever learning, forever teaching, in the service of humanity. School Mission To provide a unique learning environment offering a student-centred and developmental educational approach with a focus on the processes of learning how to learn. Through meaningful student engagement in learning, we aspire to develop interpersonal, reflective, physical, and cognitive competencies empowering young people to lead purposeful and fulfilling lives… this is The Silkwood Way! School Motto What is the spirit of Silkwood? Be Inspiring. Get Connected. Make a Difference.
Individualisation of Learning. “We learn best when we care about what we are doing, when we have choices. We learn best when the work has meaning to us, when it matters. We learn best when we are using our hands and our minds. We learn best when the work we are doing is real and relevant.” Dennis Littky , The Big Picture: Education is Everyone’s Business Silkwood is a Big Picture Academy - this means that: - Students work in a spirit of inquiry, not just learning specific subjects; - Students are encouraged to follow their passions and interests; - Students explore opportunities, find mentors and get connected to the community; - Project Based Learning is a feature of the program; - Learning is differentiated - one person at a time; - The Academy is small by design, to get high-level personalisation of learning. Years 9-12 students are enrolled in the Big Picture Academy. The Australian Curriculum is integrated. Students have Individual Learning Plans and project plans to set goals and track their progress. They exhibit their learning journey each semester. https://youtu.be/uZVxlsTX4QY
Sample Timetable – Years 9-10. 2017 Timetable Year 9/10 Year 9 Students- 30 + 1 A/S Year 10 Students - 34 Time Monday Tuesday Wednesday Thursday Friday 8.30 – 9.15 Group Advisory 8.30 – 9am Maths / English Maths / English Maths / English Group Advisory 8.30 – 9am Personal Project Personal Project 9.15 – 10.00 English / Maths English / Maths English / Maths 10.00 – 10.20 Break Break Break Break Break 10.20 – 12.20 Personal Project Integrated Unit Integrated Unit Integrated Unit Personal Project 12.20 – 1.00 Break Break Break Break Break 1.00 – 1.30 Personal Project Maths/English Town Hall English / Maths Personal Project Experiential 1.30 – 3.10 HPE Experiential Experiential STEAM/SEED/CCL Visual Arts / Performing Arts / CCL Classroom clean-up Classroom clean-up Classroom clean-up Classroom clean-up 3.10 – 3.15 Classroom clean-up Drop off Drop off Drop off Drop off 3.25 – 3.35 Drop off
Integrated Learning Frame. The goal of our Integrated frame is to foster a ‘love of learning’, expand student interests and deepen knowledge by introducing new curriculum content in ways that generate curiosity, enjoyment, and enthusiasm for learning. Concepts from the Australian Curriculum are contextualised in developmentally themed, student-centred ways. Using learning approaches that include: • interdisciplinary, • integrated themed units of work, • active learning styles, • inquiry and project based learning These units or projects vary in length and engage students for an extended time most days. They culminate in student- led or created assessment pieces that demonstrates an understanding of the concepts taught & engagement in the content. Indigenous Science – they came, they saw, they sustained. The Flight of the Boomerang https://vimeo.com/87139018
Developmental Stage. (Age 14-16, Years 9-10) At this stage of development, teens are becoming more comfortable in their own skin and know the ropes as to the life around them. They’ve learned much about themselves in the past few years and are able to see when they are at their best and when they are at their worst. You begin to get a glimpse of the adult they may become. Associated with this comes a healthy and valuable idealism which, if not nurtured, can quickly descend into cynicism and, combined with the extreme sensitivity of this age-group can make for great vulnerability. Young people at this time are looking for role models and need to be surrounded by positive, compassionate mentors who can connect meaningfully with them and offer experience, wisdom and inspiration. This is a time of moral and ethical exploration for them - in their interactions and relationships, their media and their world. In transitioning to late adolescence, the teen’s ways of thinking about self, others and the world, shifts to a much more adult level. There is still a focus on things that can be experienced in the here and now, however a sixteen-year old is able to imagine the range of possibilities life holds.
Year 9 Integrated Units Australian Curriculum Integration Explorations: https://www.australiancurriculum.edu.au/reso urces/curriculum-connections/
Year 10 Integrated Units
Integrated Learning - General Capabilities / Cross-Curriculum Priorities. Essentially, indigenous engagement is much more than a curriculum priority. It’s all about building meaningful connections and deeper understandings to self, others and place through authentic, purposeful and integrated learning modes & experiences.
Sustainability – Systems Model. This holistic view of the ‘environment’ is a reflection of what is called ‘systems thinking’ – a way of thinking that sees all aspects of the world inter- related through patterns of interdependent systems. http://www.unesco.org/education/tlsf/mods/theme_ a/mod04.html?panel=1#top
Sustainable development has been defined as development that meets the needs of the present without compromising the ability of future generations to meet their own needs.
Indigenous Social Justice. (Integrated Unit) Silkwood School authentically embeds Aboriginal and Torres Strait Islander peoples, cultures and histories into learning spaces and initiatives. For example, Year 9 students undertake an integrated unit study titled: Indigenous Social Justice – Resistance, Rights and Recognition. Reconciliation involves building positive, respectful relationships between the broader Australian community and Aboriginal and Torres Strait Islander peoples for the benefit of all Australians. It is a fact that Aboriginal and Torres Strait Islander peoples continue to be overrepresented in every negative socio- economic indicator. Students explore the four social justice principles of equity, access, participation and rights through a case study approach. They investigate the complexities of Australia’s history for Aboriginal and Torres Strait Islander peoples through cultural engagement, research, dialogue, collaboration and creative expression. Ignite Course – Online platform for students to access course content (intranet) Australian Curriculum Connections – Linking / Embedding Weekly Planner – Unit and Daily Plans created
Embedding – Pedagogy in Action. https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510 073/8-Aboriginal-ways-of-learning-factsheet.pdf http://8ways.wikispaces.com/
• Tell a Story • Make a Plan • Think and Do • Create It • Take it Outside • Try a New Way • Watch, then Do • Share it with Others
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