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Manly Selective Campus Gifted and Talented Case Study January 2012 PowerPoint Presentation
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Manly Selective Campus Gifted and Talented Case Study January 2012

Manly Selective Campus Gifted and Talented Case Study January 2012

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Manly Selective Campus Gifted and Talented Case Study January 2012

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  1. Manly Selective CampusGifted and TalentedCase Study January 2012

  2. School History/Demographic History • Manly Boys 1954 – 1981 • Manly High (co–ed) 1981 – 1991 • Manly Selective in 1992 • NBSC Manly Selective Campus 2000 - present Context • Academically selective • 790 students • Main feeder schools Neutral Bay and Mona Vale OC • Main areas from Northern Beaches, North Sydney, Chatswood, Frenchs Forest plateau

  3. Background Review 1999 – 2000 • Underperforming in external indicators (HSC, SC, co-curricular, academic programs) • Recommendations called for significant changes in personnel, culture and performance 2000 – 2005 • Meredith Ash Principal effected change in attitude to G&T and school culture • Incorporation into Northern Beaches Secondary College 2006 – present • David Tomlin Principal

  4. Intangible Legacy of Review Beware of stasis • G&T clientele but quality outcomes not guaranteed • Improvement and change ongoing • Stakeholders to be respected Contextual imperatives • Build climate of trust/collaboration • Marry rhetoric with practice • “Raise the bar” and “shifting sands”

  5. Where are we now? • Performance data steadily improving • Survey data confirming high satisfaction levels • Increasing numbers of students placing Manly as their first preference • Curriculum increasingly integrated • Extensive co-curriculum program BUT • Work in progress – BIG goals yet to achieve

  6. Why achieving? The obvious • Leadership team • Curriculum • Co-curriculum activities • Professional learning The not-so-obvious • Leadership team • Transparency/Accountability • Community • School rules (?!)

  7. Catalysts for change • School Management Plans 2009 - 11 and 2012 -14 • Transformation: Leading Quality Curriculum Conference Dec 2008 • Alignment of KLA curriculum • Looming new technologies

  8. The Resources • Quality Teaching – a greatly underutilised model of pedagogy • GAT Models • Web 2.0 technology – actual and nascent • Committed staff

  9. The Enablers • A School Charter for 2009 – 11 and 2012 - 2014 • Curriculum mapping 7 - 10 across KLAs • Localised professional learning - individual, faculty and whole school

  10. School Charter 2009 - 2011 • Priorities • - Intellectual Quality • - Quality Learning Environment • - Significance • - Student Wellbeing Referenced and reviewed at SDD, TARS and staff meetings

  11. School Charter 2012 - 2014 Priorities: - Creative and critical thinking (Intellectual quality) - Quality Assessment (Quality learning environment) - Emotional intelligence (Significance)

  12. Irony is everywhere Creative and Critical Thinking for Students AND Staff

  13. Irony is everywhere Student Survey Feedback (sample) “I feel as though most teachers like to stick to the well-known and proved correct, and almost discourage the act of thinking away from what we are being taught.”

  14. Irony is everywhere “The school has a very welcoming environment that encourages independent learning as well as intelligent social interaction. I have found here … students are better at critically assessing situations and involving themselves in class discussions - this leads to really interesting friendships and meaningful conversation, something else I think is important in adolescent development…… I enjoy coming to school because I know I will learn valuable lessons and not be talked down to.”

  15. Irony is everywhere The Means for Critical/Creative Thinking - Conceptual programming – identify models/QT and infuse into programs - Innovative assessment practice - Stage 5 Curriculum structures - Year 10 ILPs and internal record of achievement

  16. Irony is everywhere • Student survey comments “When units of work connect between classes, for example: science and geography or English and visual arts, it gives extra insight and different ways of learning about the topic.” “I can make connections between what I am learning in one subject to other subjects: applicable to science and maths especially.”

  17. Irony is everywhere - Curriculum Mapping

  18. Irony is everywhere - Program Outlines

  19. Irony is everywhere - sample curriculum map 1

  20. Irony is everywhere - sample curriculum map 2

  21. Irony is everywhere - sample curriculum map 3

  22. Irony is everywhere - sample program 1

  23. Irony is everywhere- sample program 1 (cont)

  24. Irony is everywhere- sample program 1 (cont 2)

  25. Irony is everywhere- sample program 1 (cont3)

  26. Irony is everywhere- sample program 2 TAS hyperlinks

  27. Irony is everywhere- sample program 3 – English

  28. Irony is everywhere- sample program 3

  29. Irony is everywhere - sample assessment for learning

  30. Irony is everywhere - G&T Models incorporated

  31. Irony is everywhere - assessment for learning

  32. Irony is everywhere - assessment work sample

  33. Irony is everywhere Stage 5 Elective Structure 2011 - Year 9 100 hour School Courses – the challenge to teachers - the challenge to students

  34. Irony is everywhere- sample 100 hr course (1) International Studies International Studies is a course for students who wish to expand their knowledge of their own society and those beyond Australia. Students will engage ideas, beliefs and practices across a wide range of cultures and economies with the emphasis on society being one global village. Key Focus Questions - Global Food Supplies: On a global scale the world produces a surplus of food. Why then do people go hungry? - Popular Culture: What is shaping Australian culture and attitudes? - International Rights and Responsibilities: What are a nation’s rights and responsibilities in relation to current political tensions? - The Globalisation of the World Economy: What is the impact of transnational corporations on world economies?

  35. Irony is everywhere - sample 100 hr course (2) Visual Design Visual Design provides opportunities for students to enjoy making and studying visual design artworks. It enables students to represent their ideas and interests about the world in visual design artworks and provides insights into new technologies, different cultures, and the changing nature of visual design and art in the 21st century. Key Focus Questions - What is contemporary visual design? - How has technology impacted upon the nature of visual design? - What influence do different cultures have upon the nature of visual design and art in this century? - What is the relationship of contemporary design to individual student’s thoughts and ideas?

  36. Irony is everywhere - sample 100 hr course (3) Mad, Bad and Intriguing This course explores some of the mad, bad and more intriguing personalities and events in history. Among them are Caligula, Xerxes and the brave 300, Robin Hood, Genghis Khan, Emily Davidson (who threw herself under a horse to get women the vote) Al Capone, Anastasia, Pocahontas, September 11, Ku Klux Klan. Key Focus Questions How various media have shaped the popular images of historical figures and stories and why? Is all history fiction? How ethical are the impacts of media agendas and cultural forces on how history is remembered?

  37. Irony is everywhere - sample 100 hr course (4) Making Music-Applied Musical Physics  Conceptual Focus: Why do musical instruments sound like they do? What are the physical, acoustic and psychological bases for sounds of musical instruments? Key Learning Ideas: What are the physical and acoustic principles that underlie the characteristic tonal qualities of wind, strings and tuned percussion instruments? Is there a scientific basis for the perception that different scales and keys convey different moods? How do you apply these principles to the design and production of musical instruments?

  38. Irony is everywhere - sample 100 hr course (5a) Digital Story Telling in the Second World This course explores how Web 2.0 tools can be employed to create, develop and communicate an interactive story with characters created in the second world. Key Focus Questions How is the traditional reader/writer relationship challenged in second world?  Students learn about  Data types suitable for the web Cyber citizenship and interacting online Interactive story telling online Multimodal text/literacy

  39. Irony is everywhere - sample 100 hr course (5b) Students learn to Develop story plot lines through the use of social media Web 2.0 tools including blogs, wikis, virtual worlds, real time tools like Edmodo Create visual material suitable for online story telling using Flash or other software Use and manage Web 2.0 software, video editing, and 3D modelling software Research data types and technical specifications Assessment Case-study of online storymakers Interactive online story

  40. Irony is everywhere Student survey comment: In some classes we have been given the opportunity to choose our own parameters of the assignment, for instance in IST. That was a fantastic idea that let us clearly think how to go about setting out an assignment and reaching our own goals

  41. Irony is everywhere - negotiated curriculum Sam Doust, Creative Director Strategic Development, ABC Innovations: “Bluebird” behind the scenes development

  42. Irony is everywhere - negotiated curriculum Audience or players are provided with a backstory...

  43. Irony is everywhere - dashboard interaction Players are watching video, decoding files, discussing strategies, and responding to character blogs. Text

  44. Irony is everywhere impressions: fun experiences Student evaluation learning: Organisinghow story fitted together an assignment with a lot of freedom found out how to go about a project liked being left to develop project, Only got help when asked for it resources/support great-server help, video Edmodoexcellent success: more successful than we thought

  45. Irony is everywhere • Year 10 Independent Learning Project 2012 • Term 1 – Ethical decision making (St James Ethics Centre and philosophical underpinnings); Big question to proposal • Term 2 – Project action • Term 3 – Project completion and presentation

  46. Irony is everywhere Year 10 2012 replacing School Certificate Term 3 Wk 10 - ILPs completed / ILPs Celebration Day (Wed) • Problem Challenges issued Term 4 Wk 1Problem Challenge week (Wed./Thurs.) Wk 4 Final KLA assessments then reports Wk 8 ABW/ Work Experience Wk 9 Digital Learning Portfolios Wk 10 School Medallions and Recognition of Achievement issued

  47. Respect the power of language • Modelling language • Expectations – narrative, metalanguage, expressive • Questioning/discussion skills • Debating and public speaking program

  48. Respect the power of language Modelling good usage - written communications (newsletters, reports, correspondence) - oral communications (assemblies, formal addresses, meetings) - some local Tomlin “dictates”

  49. Respect the power of language • Expectations, narrative, metalanguage - quality teaching principles at the core of good pedagogy • Questioning Skills - Teacher self/peer reflections - Student reflections:

  50. Respect the power of language Questioning - student survey feedback (verbatim) “Questions asking for agreeing.” “Some teachers are more effective than others; personally I find that some teachers spend most of their lesson talking at you, rather than with you and thus this doesn't challenge me as much as I hope.”