Unfortunately the practicalities of trying to implement the program (including updating wireless routers and potentially reformatting the server – eep!) have stood between myself and Gae and the computer. But I am here now – the plan is attached and some answers lie below …
Cathie – you asked for some details to be addressed in our latest post – here ’tis.
Although all staff in the school will be involved in the project to some degree, the central team members of the CC21 project include:
Heather Thomas – Principal
Heather is the leader of the project and will ensure the project is on schedule across all stages. She will assume responsibility for funding, ensuring communication is explicit and timely and ultimately approve the implementation of the project.
Gae Bromwich – Deputy Principal
Gae will be responsible for the day-to-day running of the project and all of its facets. She will maintain communication with MacICT and ensure all necessary electronic and hard copy paperwork is submitted. Gae will also support the APs in the implementation of the project.
Andy Copeman – Assistant Principal Stage 1
Andy will be responsible for assisting Gae with necessary administrative tasks, including specific technology issues. He will also be responsible for ensuring the successful implementation of the project in stage 1.
The Lego WeDo robotics focus will start with stage 1. It is fortuitous that it fits quite nicely as a segueway from assistive devices, as mentioned in the stage 1 unit of work ‘Let’s Talk’ (see http://syllabus.bos.nsw.edu.au/assets/global/files/english_s1_sampless1.pdf). We have purchased 16 WeDo kits and a site license to explore this option, so it is a focus for the project, but not necessarily the focus. We also have 1 NXT kit with Mindstorms software for stages 2-3 and 30 BeeBots for K-1 with a plan of implementing a whole-school robotics focus in the next 12 months.
Inquiry-based and cooperative learning
We have a whole-school inquiry-based learning approach centred around the ThinkInq and ThinkItGreat models developed by Lane Clark. We have been working closely with Lane over a few years and are attempting to engage her method across KLAs and stages.
The cooperative learning approach we are taking with the CC21 project fits especially nicely with the Australian Curriculum focus on 21stC skills, as well as our own recent introduction of 21stC skills based on research by John Hattie (see http://www.youtube.com/watch?v=3pD1DFTNQf4). A prime example will be the kindergarten students’ requirement of filming the modelled reader, analysing their performance against a set of criteria to set baseline data then having a peer film them and self- and peer-assessing based on the criteria created.
Specific areas of K-10 English Syllabus
All stages are trialling untis of work created by the NSW BOS, which cover a selection of content and modes (see http://syllabus.bos.nsw.edu.au/english/english-k10/programming/). Beyond this, kindergarten will have a modal focus on reading and viewing, stage 1 on viewing, listening and speaking, stage 2 on representing and writing and stage 3 on reading, listening and viewing.
I will endeavour to post some pictures over the coming week of TPL and students engaged in activities.