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Rostrevor College's Curriculum And Accountability Framework

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Predominantly as a teacher of senior secondary students undertaking the SACE, the curriculum I am required to teach along with assessment guidelines are predetermined by the local governing authority – the SACE-Board SA. Additionally, as a teacher at Rostrevor College, I am guided and bound by the College’s Curriculum and Accountability Framework (R-12). In addition to the framework, we are also challenged to be true to who we are. As a school in the Edmund Rice tradition, we are committed to (amongst other aspirational goals) providing a ‘Liberating Education’ (see Appendix I for my educational context).

What (curriculum) and how (pedagogy) I teach is guided by the need to meet the conflicting needs and motivation of students and to some …show more content…

A curriculum that maximises the learning of all students is one that recognises and celebrates diversity and engages all students in intellectually challenging learning experiences. It provides students with clear guidelines on what they are learning and how they will be assessed. It involves a range of teaching strategies to meet different learning needs and explicit teaching to scaffold students’ learning so that they develop and consolidate the required knowledge and skills to meet the anticipated future demands of work and …show more content…

Ironically, some students prefer (or at least they suggest they do) elements of the Behaviourist model where teaching is explicit and the motivation to complete and do well is influenced by external punishments/rewards.

In conclusion, our capacity to learn what we need for the future is more important than what we know today. A genuine challenge for any learning theory is to arouse known knowledge at the point of application and for educators to explore and implement multiple ways of knowing and learning. When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently

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I deliberately developed my activities that mostly require students to work in small groups or pair work with students of mixed abilities because of the advantages that group work has on peer teaching and learning. In framing my activities, I considered whether they promote high order thinking, cater for the diverse needs of students and address the Cross Curricular Priorities and General Capabilities as stipulated by the Australian Curriculum (AC) within the context of AC: History. My activities also hinges on the first two goals of the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008) Throughout my activities, I considered what I want students to know (content), the skills I wanted students to gain, (historical

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Kohn argues that using ‘lures for learning’ can result in students experiencing anxiety (1993, p.8). Also in special education settings students are possibly subjected to ‘Skinnerian manipulation’ (1993, p. 8). This highlights the role of criticality in classroom management and the importance of teasing out underlying assumptions through reflection (Brookfield, 1995). It raises ethical awareness to the behaviourist choices we make as teachers as we ought to recognise that we are not looking to alter the personality of young students through behaviourist techniques, but rather reduce anti-social behaviours. Contrary to this, in Kohn’s view, behaviourist teaching is seen as a ‘controlling’ technique and as a way to increase learning performance.

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Additionally, educators at this school include learning experiences that allow students to explore events, concepts, issues, and themes from multiple perspectives. The imperative aspect of the curriculum should be relevant to the lives of diverse students and should reflect their everyday aspects of life and daily experiences. As a principal, Mr. Stone, takes every effort, in constructing small learning environments, fostering continuous relationships between adults and students, and creating advisory systems for academic

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Understanding what they are learning is how students become better

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While the behaviourist approach can be used to explain simple tasks, it becomes much more problematic in the learning process when tasks and objectives become more complex, such as with higher education. Even though behaviourism has had a major impact on the education in the western world, some critics highlighted the theory’s limitations by stating it was merely a scientific model that has been tested in a laboratory under specific test conditions, and how humans have a higher cognitive process than animals. They also found the theory to be dehumanising and unethical, not to mention that there was no consideration to the humans’ thought complexity compared to animals. A possible problem in relation to teachers utilising behavioural strategies in the classroom, such as praise or time-out, is the potential for haphazard, inconsistent and incorrect implementation (Angela M O’Donnell 2012, p

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