In the curriculum area of the TechnologiesJohn also wanted the mastery principle applied. He felt that for whatever the future might hold the Design and Digital technologies would be essential skills for lifelong learning and for various jobs of the future. Again he would look to achieving the prescribed outcomes of the Technologies’ syllabus through integrated studies.
For the LanguageJohn would deploy a specialist in the main chosen language for the school. In his case he wanted Indonesian or Chinese given the economic and cultural importance of these countries to Australia. He knew he only had the resources for one language and the decision as to which one was pending. He felt he would be happy for the specialist teacher to ensure effective oral speech with being able to write the language a bonus.
He hoped that he could employ a specialist who would be at the school for some years, thus potentially guaranteeing continuity of learning outcome attainment for each student. Again informative data bases for each student’s achievement would be vital.
Informative data bases were essential to his mastery approach. The idea that a teacher taking in the new pupils at the commencement of each year tests to find out what they know and understand is archaic, with the modern computing infrastructure enabling ease of establishment of informative data bases.
The interactive teacher discussions to enable consensus about what mastery looks like for the learning outcomes of the prescribed syllabus was another crucial process if the mastery principle was to work. John knew these standards- setting in-services worked as he had done them already.
The mastery described above necessitated regular spaced assessments to ensure the mastery of the prerequisites. John’s thinking was that for all other areas of the curriculum up to the end of primary school, the Leopards, Jaguars and Panthers would learn together in their classes grouped by age. What did this mean for each subject area?
Uppermost in his mind at this stage of his introspection was the development of a purposeful student and staff wellbeing program. He postulated that the Physical and Health Education programcould have a special role in achieving this, but he also knew that every teacher daily would be contributing to the well being of the students in their care. Wellbeing and its attainment was to be a part of the culture of the school. He wanted each child to daily walk through the school gates knowing that they were safe and respected yes, even loved.
His Physical and Health Education (PE & H) specialist teacher would be part time and hopefully also be on the staff of the local public (State) secondary school but this was not essential. He dreamed of the PE & H program being focused on the individual fitness of each child. His rationale was that fit students are better able to cope with the learning program and are part of a wider community push towards preventative health processes. Along with the School Counsellor the PE & H specialist teacher would be responsible for the major aspects of the regular spaced assessments of each student’s wellbeing. He knew that there were many available sources of assessment tools so that the design of such would not be a burden to the responsible staff members. Under the guidance of the School Counsellor and the PE & H teacher each generalist class teacher would assist in the administration of the surveys and the compilation of the data.
All of the above was not meant to detract from the PE & H teacher moving the students towards the attainment of the learning outcomes of the prescribed syllabus. He knew it was a big call for a part time teacher and part time School Counsellor but was certain that between them they could mange this important task.
For the Humanities and Social SciencesJohn wanted each generalist classroom teacher to work through the prescribed syllabus for that age/grade with no cross setting required. The aim was to cover the learning outcomes for the syllabus with some spaced assessments to check on whether each student was taking in what the learning experiences had intended. Assessment was no to be a dominating feature and reporting to parents would reassure that the syllabus was fully covered within the academic year. John did not want formal grades of any description to be applied but he wanted parents reassured that the syllabus covered inquiry skills and knowledge and understanding inclusive in specialist areas such as history, geography, civics and citizenship and economics and business with a special emphasis on Australia. He wanted students above all to be enthused about these aspects of their country through exciting learning experiences. John knew he might have problems convincing parents that it was acceptable not to have formal grades.
John had a special feel for the Arts area of learning, especially the performing arts. He had experienced how participation tended to provide positive opportunities to build self- esteem for the majority of the students. He knew how important this could be for the Leopards who may be struggling with the academic subjects that would be the basis of STEM studies in secondary (high) school. Thus Dance, Drama, Media Arts, Musicall provided the performance opportunities. It should all be fun based. When it evolved to performing for audiences every child should have a role at various times. John knew that to hear the applause of say an adult audience at a concert was so positively reinforcing. He also knew that opportunities to act out various situations can help children to understand and learn to deal with situations such as bullying or feeling shy.
The Visual Artsprovided opportunities to express ideas in colour and in various designs. There was also scope for the application of this area of the Arts to the creation of stage sets, the designing of T-shirt art and just the sheer joy of painting and/or sketching what can be observed.
Above all John in his role as the educational leader of his school community wanted his students to carry through on the arts into adulthood as a way to relax, enjoy, share and be participating members of their respective communities. He imagined seeing his students as young adults playing musical instruments, singing in choirs and performing in plays.
John respected the Arts as a definitive part of the culture of society.
In summing up this period of introspection, John wanted each student to develop confidence in their ability to learn. He wanted to see creativity and problem solving as an element in many of the learning experiences as well as the fostering of critical thinking.
It was one thing for John to have the above views about curriculum implementation. Somehow he needed to bring the teaching staff along with him and be prepared to adjust the thinking to take into account innovative ideas from any member of the staff. This meant providing them with opportunities to float such ideas.
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