Notes From AFR “Teach Skills, Not Subjects”

 

AFR bossI really enjoyed Brett Rolfe’s article “We need to teach children skills, not subjects” in this weekend’s Australian Financial Review Boss Magazine. For those interested, here was the source statement to Brett’s questions on the subject.

The current revolution in education is in the shifting priority to the learner, learning; rather than a single focus on what needs to be taught. It is clear to me that fear of non-compliance to curriculum standards is driving much of the educational agenda in Australia. Our focus on meeting the requirements of a broad curriculum is robbing educators of the ability to invest in the depths and directions which our children are interested in exploring and the “push down” of educational expectation into early childhood is robbing our children of the emotional and interpersonal foundations for long-term success.

There is no question that schools must develop student’s mastery of multi-disciplinary substance in literacy, numeracy, sciences and the arts; but our approach should focus more on the cohesive nature of these fields; a marriage and integration of width and depth in our investigations and studies.

I recently visited a beautiful school in Perth but after walking around the immaculate grounds for 10 minutes I had not seen a single student. I asked my host “Where are the children?” to which they cheerfully replied, “This is the NAPLAN term.” … I don’t really know what that means anymore; I live in a bubble where permission abounds for children to explore, play, experiment, challenge, debate and reflect; the longer I operate within this learning environment, the more acclimatised I become to the benefits but more ignorant to the truth that these possibilities are not the norm.

Our school’s Founder; Gillian McAuliffe, has been a passionate advocate for getting the “word out” and has championed the education-of-educators in this arena (long before it was popular to do so). I do believe that successful schools; schools who are connected and listening to the broad range of international research and best-practice, have a responsibility to reach out to other educators and offer pathways within their own contexts. Our school has been a model of excellence in responding to the needs of our own student body and we are constantly looking for ways to improve and extend our successes.

The foundations of our approach to learning are focused on developing Critical thinking, Creativity, Collaboration and Communication – these do not need to be elusive skills – whilst there are finer nuances; the crux of developing and mastering these skills is in providing time and opportunity. At Bold Park Community School;it is embedded in our environments, our policies, our approach to the disciplines, our questioning techniques and the provocational opportunities we develop for and with children.

http://www.afr.com/brand/boss/we-need-to-teach-children-skills-not-subjects-20150605-gh4c7c?stb=fb

Advertisements

International Mud Day

A Day for Kids to PLAY IN MUD? Is this just too KOOKY?

I promise after listening to Tim Vidler speak on ABC Radio – You’ll … “Get It”

6a00e0097e4e68883301a511d5b9d7970c-320wiBold Park Community School (BPCS), founder of the inaugural International Mud Day, were excited to join other schools and organisations to partner in an initiative to link with schools around the globe in enjoying the benefits and pleasure of playing in mud!
The intention of this event is to provide children with a symbolic opportunity to join with others around the world in connecting through the catalyst of mud.
This year BPCS “amped it up” with a dirty-big mud obstacle course (the Mudsticle Course); where children from ages 3 to 18 (and adults) interconnect with like-spirited children around the world by playing in mud together on Friday the 27th June, 2014.
Grown from its inception in 2009 with the connection of 80 Nepalese orphans and the children of Bold Park Community School, with the support of the Nature Action Collaborative for Children (NACC), this inspirational initiative has flourished into a multi-continental annual celebration.
As the participants of Bold Park Community School Mud Day since 2009 have discovered, there are children like our friends in Nepal who are prevented from enjoying nature-based play because they only have one set of clothes. One of the aims of International Mud Day is to raise global awareness of this sad reality and provide funds to meet this need to enable children to delight in the joys of mud play, and in the mean time, encouraging our own children (and parents) to overcome our fear of getting dirty!
Mud gratifies one of our first and basic instincts. We will be playing in and connecting in the same earth. “Mud – It’s universal”.
For more information, visit the World Forum Mud Day site at:

 

Secret Mums on “POSITIVE” Business … OR … Engaging Our Parents in the Learning Partnership

IMG_7407

I hope you don’t mind my indulgence. It has been a fantastic few weeks at our little school. We have been running an intimate and innovative program for our Middle School girls (aged between 11 and 14).

These are confronting years for our young ladies and we have identified the need to focus on our girls in this age range. Families are needing support to cope as their girls deal with the new pressures of adolescence; confidence issues, body image and representations of beauty, healthy attitudes to food and exercise, complicated relationships (parents, “other girls”, and attraction/s to others) as well as the stresses of school, building success and coping with the technological presence of social and electronic media. It is no surprise that anxiety and stress are a growing community issue.

If our young people don’t have the tools to deal with these issues, they are simply not in a position to be able to learn.

The Middle School team consulted and researched widely to target a program that would offer the girl’s the confidence to address these issues within the school environment. Staff worked to collate a library of POSITIVE centred readings, video clips, podcasts, songs, feature articles and short stories centred around the themes we had identified and addressed POSITIVE solutions to HELP Girls… Kaz Cooke, Maggie Dent (our patron), the “Dove” media packages offered some great provocations;  as well as best practice readings from Relationships Australia and other professional support organisations.

resourcesThese “readings” have been broken into five weekly reading packages which will be delivered as a “girls only” group in a fully integrated English program. We have secretly employed the mums who also completed the reading program, complete with homework for Mum AND daughter.

Mother and daughter study, discuss, read and reflect on the weekly readings TOGETHER before they come to school to share their thoughts with their “Reading Circles” group.  The package integrates perfectly with English, Health, Electives, Zentangles and our Girls group and is informed by the pastoral care focus we have throughout the school.

The series culminated today (Friday the 6th June) with a special surprise event! The girl’s arrived to find all their mothers AT SCHOOL accompanied by our special guest; Kate Wilson – our amazing “spoken Word Poet” – a passionate young lady who has much to say about the issues we are addressing. You can view a sample of her work at http://www.youtube.com/watch?v=rK46nILY-rw – she was truly MAGICAL!

Most significantly – each mother shared about a moment from their own childhood where they had to face a challenge lead to a POSITIVE; something that was special to all of the girls – they were invited to present their snapshot through a medium of their choice; a dance, a song, a poem, a story but REAL and from the heart.

They also gave their daughter a handwritten letter in which they communicated and celebrated the BEAUTY they see in their daughter.

We are sold on the belief that schools must work with parents in partnership toward developing our young people – not JUST in an academic program but multi-elementally. We are excited that our school has been in an intimate position to RESPOND to the needs of our children in partnership with our wonderful community.

Committing ‘Suicide’ to the Curriculum

Boy! Is this ever a contentious issue. I’m so glad that we are finally having the discussion of how ‘suicide’ is handled in our society.

For years it has been a taboo subject; particularly in media where the issue has been addressed with ‘kid gloves’ in fear of copy-cat events from those who may be more vulnerable in our community. In media circles the only time that suicide is openly discussed is if; a ‘person of note’ has committed suicide, the journalist is reporting on the death of others from a ‘suicide-bomber’, suicide statistics are being discussed and/or the various classifications of this data (e.g. gender, age-ranges, etc.)

The state of mental health in our community is such that we need to have a wider conversation than this. More people die from suicide than in fatal motor vehicle accidents in Australia. Currently, about 2,000 people commit suicide per year in Australia. There is hot debate about what is the best course of action with some arguing ‘we have seen a small drop in the suicide rate – if it ain’t broke, don’t fix it’ and others saying ‘let’s take it off the taboo shelf and discuss suicide more openly’. Both sides agree that ANY reporting and/or discussion must be defined by a mature, non-sensationised conversation.

So where does this leave teachers who are being asked to incorporate ‘suicide’ within the national curriculum (Health? Physical Education?) under the mental health banner. See report:http://au.news.yahoo.com/thewest/a/-/breaking/8989646/calls-for-schools-to-address-suicide-prevention/

If the mental health experts can’t agree on how it is best to deal with it – is it something that teachers should be ‘boldly addressing’? I’m getting mixed messages, this recent article highlights some of the issues that are bound to await us http://www.theage.com.au/national/education/experts-warn-of-danger-posed-by-school-text-20110216-1awnt.html (I wonder if Romeo & Juliet is being slammed with equal rigour?). Whilst it seems ludicrous to ask students to write ‘suicide notes’ (an oversight on the part of the publisher more than the teacher I would suspect), surely it is important to find and CREATE learning opportunities that allow students to discuss this issue?

There are many texts from my own teaching that I have used in the English class (frequently) that allow discussion of this topic in a controlled and meaningful manner. Romeo & Juliet, Dead Poet Society and short-stories such as On Saturday Afternoon (from the classic short story collection in SPECTRUM ONE) all open doorways for discussion about ‘dark feelings’, ‘the black dog’ and (not just by osmosis) pathways of help and assistance.

For me it is about PLANNING these teaching experiences. Don’t misunderstand me, they are not a daily showcase piece of my teaching practice but they are in my ‘swag bag’ and I would certainly be prepared to ‘go there’. I believe that students need to have the opportunity to discuss things in order to be informed, have access to support and have some issues ‘deconstructed’ in complexity.

I should say that I do take precautions when delivering any kind of sensitive material. In the case of texts that address suicide (yes – even Romeo & Juliet!) I would consider the following list a bare minimum of preparation;

  • If I don’t have a good rapport with a group of students, I wouldn’t go there; likewise, if you know that friends/family of students have committed suicide it is just insensitive to ‘go there’ through the use of (in my case) a text choice!
  • Keep those ‘LIFELINE McDonald’s CARDS / KID’S HELPLINE CARDS(you know the free ones they send to schools) ready for these lessons
  • Deliver this type of content when you have TIME – save it for a DOUBLE-PERIOD
  •  Notify the counsellor / chaplain / HoD that you are covering sensitive material
  • Don’t deliver the materials or lead the discussion like you are at a funeral
  • Allow students to talk openly
  • Pitch the depth of conversation to the age

I would love to hear other teachers response to the idea of being mandatated to deliver curriculum in this arena. All thoughts, disagreements, cases, examples greatly appreciated!

If you or someone you know needs help – please access the FANTASTIC resources available at the following website: http://www.suicideprevention.com.au/

NAPLAN Data Released

National NAPLAN Data has been released today.

http://www.naplan.edu.au/verve/_resources/NAPLAN_2010_Summary_Report.pdf

Although a ‘raw data’ comparison will show that WA students are performing below the National Average it is important to remember that, on average, WA students in year 9 are nearly 1 year YOUNGER than our Eastern States counterparts and have experienced 1 ‘less’ year of schooling. This is a variable that will likely be marginalised by our newspapers.

 This is being corrected by the ‘half cohort’ year coming through the WA system (currently children in Year 8). Queensland schools will now be represented as the ‘weaker cousin’ as they have not yet made the adjustment to be ‘in line’ with the rest of the country.

World Teacher’s Day – 29 Oct 2010

World Teacher’s Day is just around the corner. Tell us what you are going to do at your school on our FACEBOOK discussion board! Joine the WA Teacher’s Lounge while you are there by hitting LIKE! http://www.facebook.com/?ref=home#!/pages/WA-Teachers-Lounge/154210691257798?ref=sgm

These are GREAT projects for WA Staff and Kids alike – note the FREE STICKERS and COMPETITION!  Here’s the latest!

The Western Australian College of Teaching is proud to promote World Teachers’ Day on behalf of all teachers in Western Australia.

More than 100 countries celebrate World Teachers’ Day on 5 October each year but because there are school holidays at around this time in Australia, we celebrate World Teachers’ Day on the last Friday in October.

This year, World Teachers’ Day is 29 October 2010.

The College is supporting World Teachers’ Day by providing ideas for activities before or on the day, and coordinating the World Teachers’ Day competition. See below for competition details and prizes.

Posters – The World Teachers’ Day 2010 poster is currently being designed. Once finalised, all schools will receive a copy.
Stickers – The popular WTD stickers can be requested by email with your school’s address and requested number of stickers. They will be posted out when ready. 
Student competitions – The College is encouraging students to use either artwork or a piece of writing to show how their teacher ‘makes a world of difference’. Exciting prizes are on offer for the four competitions that are being run for varying age students.
Ideas and activitiesClick here for ideas and activities to help you celebrate and thank teachers on World Teachers’ Day 2010.