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| BROOKS HIGH SCHOOL: Educational programs |
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"Everything we do is curriculum"
- Warren Pill, Principal |
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Essentials Learnings (ELs)
The K-10 curriculum in all Tasmanian schools is based on the Tasmanian Essential Learnings Framework(ELs),
which resulted from broad co-construction. The ELs changes suit Brooks'
innovatory approach to learning with an entirely ELs-based curriculum,
rather than subjects as such, being introduced in 2004, 12 months
earlier than required.
"Everything
is moving very fast for this generation. They have to make judgement
calls and they have to understand what's going on rather than use
memory. The old knowledge base is important but it's useless unless we
have understanding … Previously it was a case of “will I remember it?”
and “when can I afford to forget it?” [In real life] we're looking at
problem solving, or having a conversation with somebody; we bring
together information from all over our brains, so with our [ELs]
curriculum organisation we give students complex tasks."
- Lynden Leppard, ELs Project Officer |
The five ELs (thinking, communicating, personal futures, social
responsibility and world futures) are not subjects but umbrellas under
which students study many disciplines.
Toolbox (TX) —Core subjects
Toolbox courses are the core subjects of Literacy, Numeracy, Personal
Wellbeing, and Information Communication Technology. They also include
all the 'No Dole' and Careers provisions, Learning Support, Birribi,
and others.
Personal Interests (PIs) — Elective subjects
The ELs of Literacy, Numeracy and Information Communication Technology
are built into each PI, which run for is one semester of 20 weeks. Each
PI meets and is assessed against appropriate key elements of the ELs.
Creating PIs
PIs are created from two sources: a personal interest survey of
students, including intending students in grade 6 and staff's own
passions and interests. Student generated PIs include 'Science for
Work' and 'Maths for Work', which students wanted so that they could
pass aptitude tests for apprenticeships. 'Law' (originally “Imagine a
World without Laws”) is an example of a staff generated PI.
Individual student PIs
There is a PI map kept for each student, who (with parent approval)
negotiates her or his PIs with teachers. No PIs are compulsory for any
student, with the staff finding other means of providing broad
curriculum coverage. PIs are a major tool for the No Dole program as
students actively choose the directions in which their lives are headed.
Continuous improvement
Staff continue a fervent debate the PI system — and in fact the whole
curriculum model. Improvement comes from this constant monitoring and
critiquing as well as from work and study outcomes, assessment and
surveys.
"In
designing each PI we focus on two questions: 1. What kind of
understanding are we trying to achieve? 2. Why are we doing this? The
second is what we falter on. You have to be able to justify your ideas
to the team who are not afraid to critique them. In so many ways teams
are very powerful."
- Kelly Hudson, Assistant Principal |
Team Personal Interests (TPIs)
TPIs are concept-based, integrated units undertaken by Grades 7 &
8. They are areas of fs)
TPIs are concept-based, integrated units undertaken by Grades 7 &
8. They are areas of focused teaching which underwrite and guarantee
basic curriculum coverage through a system of checks and balances. The
curriculum basics are Literacy, Numeracy, Science and Sport as well as
extension and enrichment classes.
Assessment
For the first time this year, Brooks will assess against the Student Assessment And Reporting Information System Project (SARIS), the Tasmanian Education Department's electronic assessment and reporting system for K-10.
Assessment is the current Professional Development priority for the
eight schools in the East Tamar Cluster, to which Brooks belongs.
Celebration
Celebration takes place during Week 20. All students are involved in
publishing, performing, being interviewed or otherwise sharing their
work in a class, group, pair or individually, to a range of audiences.
They teach something they have learned during the semester to other
students, their parents and their community.
Celebration allows students to sample other PIs. They may be paired
with a student already studying the PI who mentors the newcomer. There
may be special activities for interested students: in 'the Animals
& Us' PI, students are invited in to help train a horse. 'Animals'
also ran a Gymkhana during Celebration in 2004.
A move by teachers to have students assessed for their mentorship roles
during Celebration has been resisted in case it dampened the
spontaneity, enthusiasm and pride that students have when demonstrating
their learning to others.
Student surveys
Students are consulted on PI choices and organisation through surveys
run by the Student Executive. The 2004 survey showed that 99% of
students felt strongly positive about their PIs. This is despite the
fact that not all will be given their first or perhaps even second
choice of PIs, due to numbers.
Learning Support
Brooks focuses strongly on learning support. This is particularly true
for grade 7 students, but extends to at-risk students in all grades.
At the beginning of grade 7, all students are tested in reading
comprehension, maths and spelling. Results are considered alongside
information from the student's primary school and any child with a
reading age less than 12 automatically receives intensive literacy
support, usually with a Teachers Aide (TA) Support in literacy,
spelling and maths is often provided in the normal class, and the TA
works closely with the teacher on a modified curriculum in line with
the mainstream class activities. Literacy is at the core of every
aspect of the curriculum at Brooks, serving every other purpose,
including the No Dole targets.
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