Collaborative curriculum innovation: balancing rigour and engagement.
Mathilda Joubert and Cheryllynne Gostelow
This session, from two Western Australian presenters, began with the need for change, but began with a NAPLAN reference as the need for that change, a marked difference from the emphasis of the presentation this morning.
Their challenge was to develop a personalised curriculum that covers AC, enables progression … but also leads to engagement in rich learning experiences that result in deep learning (21c skills)
What they did was adopt a creative curriculum development process. This begins with student voice, learning from students and use these as ‘hooks’ to develop rigorous curriculum that taps into their interests and passions, balancing rigour and enjoyment. (eg Teaching ratios using Minecraft)
The process was ten steps: (see pic)
Maybe I’m a bit weary, but I had some reservations. I liked the idea of responding to students, but how meaningful? Don’t students have a lot of different interests? I wouldn’t want to have to do a unit on The Bachelorette! And, how does AC match? Wouldn’t there be vast gaps and overlaps? They did address this later.
I liked that they emphasised the ‘soft skills’ of the AC, ‘the hard currency of their future’, showing an approach that is term by term, with students being explicitly taught these skills, which they apply later.
They argued that the themes had to be context free, history is often contextual, and these outcomes are separated out.