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Dynamic Learning in the First Year of Schooling

Jenny Williams suggests some approaches to starting your kindy kids on their paths to confidence and creativity …

This paper is based on the key messages and suggestions that came out of the Centre for Professional Learning’s Early Stage One conference held in 2017. The focus spans across the dynamic nature of this formative year, including, teaching the joy of reading, using play to develop literacy, exploring mathematics in everyday life, taking kindergarten outside, teaching appropriate behaviours, having fun with grammar and making music and movement a part of your daily routine.

Begin with the end in mind

Q: What brings three hundred kindergarten teachers together for a day?

A: The chance to explore together how to maximise the first year at school for all students!

Remember the Melbourne Declaration on Educational Goals for Young Australians 2008? Two goals from the declaration are quoted in the current NSW English Syllabus K-6:

Goal 1: Australian schooling promotes equity and excellence
Goal 2: All young Australians become successful learners, confident and creative individuals, and active informed citizens.

These are our Nation’s end goals for Australia’s youngsters and their journey begins at birth and continues on to adulthood.

In addition to the above Australian goals for students, we find these aspirations from Ontario inspiring too:

All children are viewed as competent, curious, capable of complex thinking and rich in potential and experience.’ Ontario Ministry of Education, 2016

We know that learning doesn’t start when a student first walks through the school gates. From the moment a child is born they are learning to be part of a family. Students’ prior to school experiences often include day care and preschool experiences, sport, music and dance as well. Learning and attitudes towards learning are beginning to be formed long before students arrive at our classroom door.

The Early Years Learning Framework informs the education of students up to the age of 5. A review of the outcomes of the Early Years Learning Framework can provide insight into the rich foundations established by families and more formal prior to school experiences. The framework suggests that teachers of Early Stage 1 students can benefit from knowing and appreciating the knowledge that students bring with them from home and from prior to school experiences, such as, family values, language (sometimes a second language), abilities to interact with other children and adults, a variety of reading and writing experiences, routines, a sense of fun, friendships, problem solving, responsibility, sharing and personal interests.

As teachers of Early Stage One, we should build on the known experiences provided by others. We do this when we make connections to home and value home language and when we build on this foundation of prior learning in the classroom.

Our responsibilities extend beyond the areas we are often limited by through formal structure for reporting to parents. For us, we feel that the abilities that are part of successful learning are epitomised in students who can say:

I am happy;
I am curious;
I am a learner;
I can persevere;
I share my thinking;
I work with others;
I reflect on my learning.

In schools today, we can easily become caught up in phonics, reading levels and collecting data; these considerations are each important. It is also worth reminding ourselves simultaneously that our students will never have a first year of formal learning again and that we have a significant responsibility as their first school teachers to keep a steady and clear eye on the end goal.

To this end, attitudes towards academic success are critical. More important than levels and scores is the way our students see themselves as learners.

In addition, developing social and emotional well-being is vital. The big learning goals identified above can be achieved through formal and informal lessons, through play and conversation, across all KLAs.

Successful learning requires us to plan and prepare and keep an open mind to meeting student needs as they arise.

Sparking joy to teach reading

The big picture in the teaching of reading is supporting students to read for meaning and understanding, not just to decode text. Our teaching should move all students towards being independent readers with each child possessing a toolkit of resources they know they can access to decode, make sense, use texts and analyse texts.

The NSW English Syllabus K-6 encourages teachers to value the reciprocity between reading and writing through the key processes of responding and composing. Sparking joy in reading for students can come through their newly gained satisfaction of being an effective reader and from engaging with rich, authentic texts.

Playing into literacy

Kindergarten should be a dynamic and creative year that establishes positive attitudes that can be maintained throughout all of the students’ subsequent school years.

Kindergarten should also be fun!

Carefully planned and delivered experiences in learning centres allow students to build a rich vocabulary and to consolidate language development necessary for a smooth transition in the future into more formal aspects of reading and writing. A learning centre can be as simple as coloured paper, pens and pencils for a writing centre. You can turn your old puppet theatre into a fruit and vegetable shop with a sign, toy cash register and a range of plastic vegetables. Then it can become a pizza shop with a menu displaying a choice of toppings. The chef may then need to write her recipe for others to make and enjoy. Try an office – a stapler is very enticing, a discarded mobile phone and a real or toy computer and business deals will follow. Your students will be taking on Bill Gates in days!

Play that allows children to explore topics of interest, rehearse real life experiences and that gives time to dressing up and drama also offers unlimited opportunities for authentic reading and writing.

Children can and should play into literacy naturally.

Mathematics is all around us

Learning Mathematics well in kindergarten provides a solid foundation for all future understanding of mathematical concepts. Exploring mathematics in the world around them and explicitly making connections to real life helps students understand why we learn mathematics.

Providing an element of choice is an easy way to plan for student engagement. The Mathematics K-6 syllabus states in the rationale that students will ‘obtain enjoyment from mathematics’ and this is surely our aim as Kindergarten teachers.

Making Mathematics enjoyable is crucial and this can be done in many ways. Kindergarten students are typically engaged when exposed to novelty, for example using LEGO as manipulatives is one way to gain their interest. Learning mathematical concepts through structured play such as, restaurant role-play, building cities, and creating 3D shapes with everyday materials are just a few examples that your students may both enjoy and learn from.

Taking kindergarten outside

Taking Kindergarten students outside for learning and play can quickly develop both their confidence and emotional connection to their school. It also sows the seed for teaching for sustainability and other learning across the curriculum. A small corner of your school grounds or a nearby park can provide the backdrop for authentic learning experiences. Spaces outside the classroom can be safely used for developmental play, Mathematics, Science, Geography and History.

A shared experience outside the classroom can also provide a rich, multi-sensory stimulus for writing.

Setting up your room for success

Dynamic learning is enhanced when students feel a sense of independence and ownership in their learning space. Student centred learning, where students see themselves as learners, can be achieved through establishing a classroom that is:

Calm
Students say, “I know what is happening.”

Establishing routines and making resources and rosters easy to find supports a calm classroom.

Collaborative
Students say, “We all learn together.”

Explicit teaching and harnessing the power of students talking together to learn encourages collaboration. Clear learning goals and feedback also help to develop self-regulated learners and walls that teach scaffold their learning experiences.

Consistent
Students say, “The teacher supports my learning.”

Using modelled, guided and independent teaching strategies represents best practice. Reading and writing everyday also develops skills further. Differentiating the learning experiences while maintaining high expectations can create a classroom culture where students see themselves as learners.

Dice, hoops and chairs to teach grammar

If you start with quality literature and then add coloured dice, hoops and some chairs you can teach any aspect of grammar in a dynamic way.

Making coloured dice to match these baseboards supports your students to create grammatically accurate sentences.

Hoops provide a framework for sorting: books that you like or do not like; phrases that describe ‘when’ and ‘where’ chosen from favourite books — Let your grammatical imagination run riot.

Chairs are a visual scaffold to support sentence structure, storying retelling, changes to tense and adjective order. Really it is just a case of make a label and then sticking it on. Further grammar ideas can be found in the book Practical and Purposeful Literacy Strategies. This hands-on, kinaesthetic and playful approach gives kindergarten students a chance to have fun as they learn.

Teaching grammar to our youngest learners is done with ease and more importantly, supports the critical oral language that allows them to be successful readers and writers.

All while having fun!

Behaviour management

Students starting school bring with them behaviours that they have developed to manage in their world. Our role as teachers is to ease them into the role of being a student within a class group and school environment. This is not always an easy task and takes patience and persistence on behalf of the teacher.

Our aim is to develop dynamic learners who are independent, confident and self-regulated. The ability to self-regulate includes: following instructions and routines, taking turns in a group and concentrating. Including play in the curriculum allows students to develop language and social skills as students negotiate with their peers in the process of becoming more aware of others. Communicating during play involves expressing their thoughts and ideas and listening to others in order to solve problems and think critically.

Kindergarten teachers play a crucial role in developing these characteristics and play a major role in creating a successful start to school life.

Making music and movement part of the daily routine

Using music, singing and movement in the daily kindergarten routine can help create a sense of community in the classroom, deepen knowledge and encourage creative thinking.

Simple music and singing activities can also be used to manage classroom transitions in a fun way. Singing, chants and movement help to build foundation literacy skills such as phonemic awareness and speaking and listening skills.

For example your students can act out a familiar song such as “Ten in the Bed” while the class sings along. A large rectangular chalk “bed” drawn on the carpet can provide an engaging start to a maths lesson as the students roll out of the bed one at a time to model subtraction.

Chanting a poem or singing can provide an enticing, low stress way of lining up for transitions. Poems such as “The Ning Nang Nong” by Spike Milligan or familiar stories such as “We’re Going On A Bear Hunt” lend themselves to group recitations and movement.

A dynamic first year of schooling can ensure that our students see themselves as learners and the effects of this will be felt in all subsequent schooling.

Resources:

Australian Federal Government, National Quality National Quality Framework for Early Childhood Education and Care Early Years Learning Framework, 2017, https://docs.education.gov.au/node/2632

Melbourne Declaration on Educational Goals for Young Australians, 2008. http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

NSW Education Standards Authority, K-6 English Syllabus. http://syllabus.nesa.nsw.edu.au/english/english-k10/

Ontario Ministry for Education, The Kindergarten Program, 2016. https://www.ontario.ca/document/kindergarten-program-2016/introduction

Jenny Williams has extensive experience as a teacher in public schools and now works assisting teachers including through the Centre for Professional Learning and Trio Professional Learning. She can be contacted at trioprofessionallearning.com.au

Preschool: Two Years are Better Than One

Stacey Fox makes the case for improved access to high quality preschool education and professional learning …

A child’s brain develops more in their first five years than it will for the rest of their life. During this time, vital foundations are laid that will equip children to be capable and confident learners, to have good executive function and emotional regulation, build positive relationships with others, and participate in society throughout their lives. Quality early education plays a key role in supporting children’s development. Australia needs well-trained and well-supported educators and quality early education services to ensure all children can start school with the foundations they need to thrive.

Universal access to two years of a high quality preschool (or kindergarten) program is one of the best ways to amplify children’s learning and development, and to lift educational achievement in Australia. Providing two years of high quality preschool programs, delivered by skilled and well-supported early childhood educators, gives every child in Australia the opportunity to reach their potential and can be a real contributor to Australia’s social and economic prosperity into the future.

High quality preschool programs improve children’s early cognitive and social and emotional skills, strengthening their readiness for school. These early gains are sustained, as the impact of high quality preschool continues to be evident in primary school academic assessments, social and emotional well-being in adolescence, and high school graduation rates.

Since the introduction of Universal Access to preschool in 2009, Australia has made progress in the proportion of children enrolled in a preschool program in the year before school. But most of our peer countries in the OECD already provide at least two years of preschool and have done so for decades. Countries in our region are rapidly ramping up access to two years of preschool, framing this as a necessary investment in human capital and future productivity.

Countries in our region are rapidly ramping up access to two years of preschool

Investing in an additional year of preschool is the next big policy opportunity for Australia.

Link between early childhood development and school outcomes

Each year, at least 62,000 children start school experiencing significant vulnerabilities in key areas of development (Australian Early Development Census 2016). This is 22 per cent of all children, more than one in five. Around half of those children are vulnerable in multiple areas.

Children from low socio-economic backgrounds are much more likely to experience developmental vulnerability (Figure 1), but there are children across the community, and in every classroom, who are struggling. Half of all children who are developmentally vulnerable are in the bottom two income quintiles (their family incomes are in the lowest 40%), and the other half are in the middle and upper quintiles.

Figure 1: Developmental vulnerability (measured by the AEDC) by community socio-economic status (measured by SEIFA)(Australian Early Development Census 2016) Click on Image below to download.

Reducing the number of children who start school significantly behind their peers is a key strategy for boosting educational performance, ensuring young people are equipped with the range of skills and capabilities they will need for a lifetime of learning, and improving the well-being and lifetime outcomes for children.

Young children are learning and developing an enormous range of critical foundational skills in the years before they start school. These key areas of early childhood development – physical health and well-being, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge – have been shown to predict children’s later outcomes in health, well-being and academic success.

Children who do not have the opportunity to fully develop these foundational skills can struggle significantly in their transition to school, throughout their education and with their movement into the workforce.

The case for two years of preschool

Attending the right amount of a high quality preschool program is one of the few proven strategies for lifting outcomes for all children. Its effectiveness is borne out in Australian and international research (AIHW 2015; Barnett et al. 2013; Goldfeld et al. 2016; Zaslow et al. 2010), with leading Australian child development researchers concluding that “preschool attendance was consistently associated with the lowest odds of developmental vulnerability” (Figure 2).The impact of preschool is seen across the socio-economic spectrum (Figure 3). Please click on the images to download

Figure 2: Preschool attendance and development vulnerability (Goldfeld et al. 2016)

Figure 3: Impact of preschool by socio-economic status (Goldfield et al. 2016)

The potential impact of preschool is, however, influenced by:

The quality of the preschool program and the learning environment children experience;
The ‘dose’ of preschool that children have access to; how many hours, over how many years, they attend preschool programs.
Key findings from the international research literature are that:
Starting early and staying in for longer is beneficial for many children – studies from Europe, the US and UK show consistent benefits from two rather than one year of preschool.
Disadvantaged children benefit the most – a range of studies highlight substantially greater impacts on cognitive and social and emotional outcomes for more disadvantaged children.
The quality of programs matters – low and medium quality programs deliver very little short or long-term impacts, but the impact of high quality programs persists over time.
Preschool programs improve cognitive as well as social and emotional outcomes – research on the long-term impacts of preschool highlights the interaction of academic and social and emotional skills on lifetime education and employment.

Starting preschool at age 3 and attending for two years appears to have the greatest impact on child outcomes. For disadvantaged children in particular, one year of preschool is not an adequate dose for closing achievement gaps that are already present at age 4. For example:

Analysis of the impact of preschool on PISA, TIMSS and PIRLS consistently identify that students who attended more years of preschool receive higher scores (an average of 33 points higher) in these key international benchmarking tests (Mostafa & Green 2012; Mullis et al. 2012; Mullis et al. 2016).
The landmark Effective Provision of Pre-School Education (EPPE) study found that, at age 16, students who had spent longer in preschool (between two or three years) obtained higher total scores in secondary examinations, better grades in English and in Mathematics, and participated in more subjects/exams in secondary (Taggart et al. 2015).
The Abbott Pre-K preschool program, a high-quality program delivered to around a quarter of children in New Jersey, also found that two years of preschool, starting at age 3, had much larger persistent effects on achievement in Grade 4 than one year (Figure 4). The strong impacts of this program are attributed to the provision of support for professional learning and continuous quality improvement mechanisms (Barnett et al. 2013, p. 19).

Two years of preschool is good for schools too

High levels of developmental vulnerability in a classroom, or significant variation in children’s underpinning skills and knowledge, make a teacher’s role even more complex and places additional pressure on schools to adequately meet the needs of all children in their community.

Children experiencing developmental vulnerability are likely to need significantly greater support in the classroom. This may range from physical challenges, like difficulty undoing buttons, managing lunch routines and sitting still, to challenges following instructions, communicating with other children and managing emotions. Teachers must utilise sophisticated teaching and learning strategies to develop and extend each child’s learning, but this can be very challenging when children start school with very different capabilities.

It appears that for many students, the achievement gap evident at the start of school continues to grow as they progress through school (Goss & Sonnermann 2016; Lamb et al. 2015).

Research shows that “all children in a classroom tend to learn more during a given year if the average skill level in the classroom at the year’s start is higher” (Bartik 2014, p. 56). The overall improvement in attainment in classrooms where a smaller proportion of children experience developmental vulnerabilities is likely to come both from peer effects, the influence children have on each other’s learning, as well as from the enhanced capacity of the teacher to direct adequate time and resources to the students who require additional assistance (Burke & Sass 2011; Henry & Rickman 2007; Neidell & Waldfogel 2010).

Universal access to high quality preschool for all children is one of the most effective strategies to help children start school on a more equal footing.

School and community stories taken from the Australian Early Development Census show how schools are working in partnership with early education and care services to reduce developmental vulnerability in their community (AEDC 2017).

Early childhood educators change children’s trajectories

There is growing community recognition and government support for the important role of teachers, and the importance of providing appropriate training and support to enable effective, high-impact teaching. However, this recognition has not been equally extended to early childhood educators, who – in spite of their pivotal influence during a fundamental stage in children’s learning and development – are often still regarded as child-minders rather than educators.

The evidence is very clear that preschool programs achieve substantial and sustained impacts on children’s development and well-being, but that they need to be high quality to do so. Highly skilled and well supported educators are essential for high quality learning environments.

The quality of a learning environment in early education settings is, to a large extent, determined by the capacity of educators to provide responsive interactions and to construct a learning program that engages and extends children in developmentally appropriate ways (Cascio & Whitmore Schanzenbach 2013; Yoshikawa et al. 2013). This requires an in-depth understanding of early cognitive and social development, and a sophisticated approach to designing learning opportunities that progressively develop and extend a broad range of complex, fundamental skills – while working with large groups of young, energetic children.

All educators need high-quality initial qualifications and effective placements in collegiate, supportive environments that allow educators to develop and test new skills. Effective leadership, access to professional learning opportunities, positive work environments and appropriate remuneration all enhance the capacity of educators to deliver high quality learning environments for children.

The early education and care system does not provide the same pay and conditions for its educators as those enjoyed by school teachers, and early childhood educators often experience isolation, high levels of churn, low pay, restrictive working conditions and limited access to professional learning.

In order to have a positive impact on children’s long-term outcomes, and to change the trajectories of children experiencing developmental vulnerability, early education must be high quality – and it will be necessary for Australia to invest in its early years workforce.

Introducing an additional year of a preschool program, targeted at 3 year olds, will require a workforce strategy, to boost the number of early childhood educators, and resources to support existing educators to deliver a high quality preschool program that engages and meets the needs of 3 year olds.

To be high quality, preschool programs for 3 year olds need to be developmentally appropriate, designed around the way 3 year olds learn best – through exploration and inquiry, free and guided play, rich engagement and conversation with educators, opportunities to practise and master new skills, and positive relationships with peers and educators.

It is important that a preschool program for 3 year olds should not be a ‘pushed down’ curriculum or ‘sped up’ learning experience, and should not simply replicate the 4 year old preschool program.

a preschool program for 3 year olds should not be a ‘pushed down’ curriculum or ‘sped up’ learning experience

Some of the ways a preschool program can be developmentally appropriate for 3 year olds include:

Approaches to programming that give children the opportunity for emerging skills to be practised and mastered, with the support and encouragement of educators;
Smaller group learning experiences that don’t place unfair demands on 3 year olds’ listening skills and capacity to be actively engaged in the group experience;
Reflecting 3 year olds’ developing ability to wait, be patient and share with others in the design of activities, for example, by giving each child their own resource and gradually building their capacity to work collaboratively;
Learning experiences designed around the attention span of 3 year olds, including planning fewer but richer and more engaging experiences that will capture children’s interest, sustain their attention, and build their ability to focus over time;
Supporting 3 year olds’ flourishing expressive and receptive language, helping them tune into the rhythms of language, and building their confidence as communicators through responsive conversation;
Exploring basic numeracy concepts such as counting, sorting, classifying, comparing and patterning;
Identifying opportunities for play-based exploration of basic science concepts, supported by questioning, hypothesising and scaffolding children’s everyday experiences;
Outdoor play that helps 3 year olds to progressively develop new skills, build their strength, confidence and coordination.

Yoshikawa et al. (2013) suggest that professional learning models that provide ongoing reflective coaching for educators, combined with assessments of child progress that are used to inform and individualise instruction, best allow educators to monitor the progress of each child in the classroom and modify their content and approach accordingly.

The path to two years of preschool in Australia

For nearly two thirds of Australian 3 year olds, participation in early education and care is the norm (Figure 5). However, only a small proportion of 3 year olds are enrolled in a program led by an early childhood teacher, not all are attending for the number of hours per week they need to, and the children most likely to miss out are the ones who will benefit most. There is no national policy or funding to support access to a preschool program for all 3 year olds (although some states support some cohorts of children experiencing disadvantage to attend preschool).

only a small proportion of 3 year olds are enrolled in a program led by an early childhood teacher

Figure 5: Proportion of 3 year olds attending any early education and care, 2015 (ABS 2016; Steering Committee for the Review of Government Service Provision 2015)

There is a clear opportunity to leverage high current participation rates by 3 year olds, existing investment in early education and care, the ongoing roll-out and future components of the National Quality Framework, and the existing National Partnership Agreement between the Commonwealth and states and territories that provides preschool in the year before school, up for re-negotiation this year.

It is both appropriate and feasible to build on the platform provided by the existing service system – including long day care and sessional preschools – to provide universal access to preschool in the two years before formal schooling begins.

Consideration should also be given to how best meet the needs of the approximately 5 per cent of children experiencing multiple and complex forms of disadvantage (including children known to the child protection system) who require much more intensive provision of the highest quality early education.

To capitalise on the opportunity to lift children’s academic and life outcomes through an additional year of preschool, the challenge is to:

Ensure all 3 year olds already attending early education and care services receive an adequate ‘dose’ of sufficiently high quality preschool; and
Ensure the children currently missing out due to financial and non-financial barriers have the opportunity to participate.

At the same time, we need to continue the work already underway across the country to lift the quality and impact of early education and care in Australia, including through delivering world-class pre-service education for teachers and other educators, developing and skilling up leaders in the early childhood sector, and using evidence and data more effectively.

References:

ABS (2016), Preschool Education, Australia, 2015, Canberra, http://abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4240.0Main+Features12015?OpenDocument.

AEDC (2017), Community Stories, Australian Government Department of Education and Training, http://www.aedc.gov.au/resources/community-stories .

AIHW (2015), Literature Review of the Impact Of Early Childhood Education and Care on Learning and Development: Working Paper, Australian Institute of Health and Welfare, Canberra.

Australian Early Development Census (2016), National Report 2015: A Snapshot of Early Childhood Development in Australia, Australian Government Department of Education and Training, Canberra.

Barnett, S., Jung, K., Youn, M-J. & Frede, E. (2013), Abbott Preschool Program Longitudinal Effects Study: Fifth Grade Follow-Up, National Institute for Early Education Research, New Jersey.

Bartik, T. (2014), From Preschool to Prosperity: The Economic Payoff to Early Childhood Education, WE Focus Series, W.E. Upjohn Institute for Employment Research, Kalamazoo.

Burke, M. & Sass, T. (2011), Classroom Peer Effects and Student Achievement, Federal Reserve Bank of Boston, Boston.

Cascio, E & Whitmore Schanzenbach, D 2013, The Impacts of Expanding Access to High-Quality Preschool Education, Brookings Institute, Washington DC.

Goldfeld, S., O’Connor, E., O’Connor, M., Sayers, M., Moore, T., Kvalsvig, A. & Brinkman, S. (2016), ‘The Role of Preschool in Promoting Children’s Healthy Development: Evidence From an Australian Population Cohort’, Early Childhood Research Quarterly, vol. 35, pp. 40-8.

Goss, P. & Sonnermann, J. (2016), Widening Gaps: What NAPLAN Tells us About Student Progress, Grattan Institute, Melbourne.

Henry, G.T. & Rickman, D.K. (2007), ‘Do peers influence children’s skill development in preschool?’, Economics of Education Review, vol. 26, no. 1, pp. 100-12.

Lamb, S., Jackson, J., Walstab, A. & Huo, S. (2015), Educational Opportunity in Australia 2015: Who Succeeds and who Misses Out, Centre for International Research on Education Systems, for the Mitchell Institute at Victoria University, Melbourne, http://www.mitchellinstitute.org.au/reports/educational-opportunity-in-australia-2015-who-succeeds-and-who-misses-out/ .

Mostafa, T. & Green, A. (2012), Measuring the Impact of Universal Pre-School Education and Care on Literacy Performance Scores, Centre for Learning and Life Chances in Knowledge Economies and Societies, London.

Mullis, I., Martin, M., Foy, P. & Drucker, K. (2012), PIRLS 2011 International Results in Reading, IMSS & PIRLS International Study Center, Boston College and International Association for the Evaluation of Educational Achievement, Massachussets, viewed 27 July 2016, http://timssandpirls.bc.edu/pirls2011/downloads/P11_IR_FullBook.pdf.

Mullis, I., Martin, M., Foy, P. & Hooper, M. (2016), TIMSS 2015 International Results in Mathematics, TIMSS and PIRLS International Study Centre, Lynch School of Education, Boston College, Boston, http://timss2015.org/wp-content/uploads/filebase/full%20pdfs/T15-International-Results-in-Mathematics.pdf.

Neidell, M. & Waldfogel, J. (2010), ‘Cognitive and Noncognitive Peer Effects in Early Education’, The Review of Economics and Statistics, vol. 92, no. 3, pp. 562-76.

Steering Committee for the Review of Government Service Provision (2015), Report on Government Services 2015: Part 3 Early Childhood Education and Care – Attachment, Productivity Commission, Canberra.

Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj, I. (2015), Effective Pre-School, Primary and Secondary Education Project (Eppse 3-16+): How Pre-School Influences Children and Young People’s Attainment and Developmental Outcomes Over Time, Department for Education, London.

Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M., Espinosa, L.M., Gormley, W.T., Ludwig, J., Magnuson, K., Phillips, D. & Zaslow, M. (2013), Investing in Our Future: The Evidence Base on Preschool Education, Society for Research in Child Development and Foundation for Child Development.

Zaslow, M., Anderson, R., Redd, Z., Wessel, J., Tarullo, L. & Burchinal, M. (2010), Quality Thresholds, Features, and Dosage in Early Care and Education: Secondary Data Analyses of Child Outcomes, Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, Washington.

Dr Stacey Fox is Acting Policy Program Director at the Mitchell Institute at Victoria University. The Mitchell Institute is committed to an education system that equips all young people to be creative, entrepreneurial, resilient and capable learners, and works from early childhood through to tertiary education. Stacey primarily works in the Mitchell Institute’s early childhood research and policy stream. She recently co-authored, with Myra Geddes from Goodstart Early Learning, a significant report on two years of preschool, Preschool – Two Years are Better Than One: Developing a Universal Preschool Program for Australian 3 Year Olds – Evidence, Policy and Implementation. http://www.mitchellinstitute.org.au/author/staceyfox/

This article was first published in Professional Voice, Vol. 11, Issue 3 Summer 2017 https://www.aeuvic.asn.au/news-media/professional-voice

You’ve Got the Music in You

Graham Sattler explains how primary teachers can confidently lead their school’s choir…

This article is written for K–6 classroom teachers who either have an interest in taking a choir, existing choir conducting responsibilities, or a sense that they may find themselves in the ‘hot seat’ (or podium…) at some time in the future.

Music is a performing art, it is an activity, and as such provides a real-life experience through which the theory can be heard, felt, and learnt. The theory relates to the activity, not the other way around.

In addition to those teachers already planning to lead a choir, this article may assist all K-6 teachers as they integrate inclusive activities as part of the K-6 Creative arts syllabus. All five of the identified musical concepts, and the activities of performing, organising sound and listening, can be experienced, identified and developed through the integrating medium of group singing. Please see the attachment at the end of this article for a unit of work for Early Stage 1 called Sing and Move.

The article discusses considerations and practicalities of:

training and working with inclusive and selective/auditioned groups;
repertoire selection for different stages and abilities;
conducting techniques and meaningful physical gestures;
working with young voices and limited vocal capabilities; and
articulating the group singing experience with curriculum outcomes.

First, we look at the place, purpose and benefits of group singing in the school environment – the why of the K-6 choir. We then explore strategies and methods for achieving confidence and effectiveness when working with a young singing group – Kodály principles and techniques (sol-fa), basic music literacy for the conductor and the choir, and how to choose appropriate songs – the how. The article concludes with the practical considerations of successful warm-ups, to balance and blend voices, and what to do with your hands to ensure clarity and meaning in the actual physical task of conducting. In other words, the what. The issue of ‘tone-deafness’ is also touched on, with a particularly passionate plea to not give up on students who appear not to be able to sing in tune.

Why lead a K-6 choir

Singing is fun. In most cases children sing before they speak, and children play singing games, or incorporate singing into their play, from long before they enter school.

Singing with others, in unison or in harmony, creates a team environment in which children are likely to feel safe and capable, regardless of their, or others’, perception of their vocal and musical ability. Due to the invisibility of the voice (and of music for that matter), children can participate in group singing, experiencing the joy and ‘having their voice heard’ without feeling conspicuous.

Every child can sing, and with encouragement and guidance, even children who initially produce a monotone or drone sound can be taught to pitch accurately (sing in tune), even if within a limited range.

Music is organised sound, and therefore it is an effective vehicle for learning pattern-related information. Songs also offer opportunities for learning about different cultures, including a child’s own.

Unlike many other group activities, mobility, physique, dexterity and physical and/or developmental ability do not preclude a child from participating successfully in group singing. Every child has ‘an instrument’, singing is aerobic, and as with all musical activities, it triggers positive neurological activity in many parts of the brain simultaneously, including emotional, reward, language, and movement centres.

As we know, children learn through play. Being able to experiment, to take risks in a safe environment, is critical to a child’s social and psychological development. Singing in a choir allows children to ‘play’. They can take musical and sonic risks without making themselves vulnerable.

To co-ordinate, and fit in, with other voices, children must listen. Developing and practising critical listening skills aids learning in all learning areas and facilitates awareness of others, co-operation, social negotiation skills, and mutual respect. These are all valuable life-skills that can be encouraged through the group singing activity, particularly when led by a teacher who is confident in evincing all of the above. The next section deals with just that consideration; how to capitalise on the potential, and deliberately and purposefully utilise the activity to achieve the benefits discussed.

How to begin

A more successful approach than “I LEAD; YOU FOLLOW”, as suggested by Figure 1, is one in which the conductor demonstrates confidence, clarity, and simple and reliable gestures. Such an approach will empower the children, reassure them in their own capability, and encourage them to become confident learners and performers.

Figure 1: A dubious list of rules? (www.zazzle.com/music_teachers_list_of_rules_poster-228375724098939446)

Maybe this is not the best approach.

A key to confident, accurate (well-pitched) singing is a good understanding of relative pitches – higher and lower notes, and how they relate to each other. That understanding facilitates accurate sight singing, that is the ability to pitch a melody accurately from music notation (written music sheets / whiteboard / smartboard etc.)

One particularly successful method of learning to differentiate pitches accurately is that which was developed by the Hungarian music educator, Zoltán Kodály, in the mid-twentieth century. Further developing 100-year-old choral training techniques developed by the Englishman, John Curwen, he instituted what has become an internationally recognised system that relies on a combination of sounds that are associated with particular pitches, and hand signals that provide a visual, physicalised identification of each note in the scale.

Kodály uses syllables to represent the notes of the scale. In tonic sol-fa, the tonic (‘key’, or ‘home’) note of any major scale is called ‘Do’. The subsequent notes in the ascending scale are Re, Mi, Fa, Sol, La, Ti, and (high) Do. Figures 2, 3, and 4 notate the ‘moveable do’ or ‘tonic’ sol-fa (also known as solfége) system recommended for use in any key:

Figure 2: C Major scale (all white notes on the piano keyboard) with sol-fa note names.

The tonic (Do) is moveable. That is, a Major scale can start on any note. Figure 3 shows the D Major scale using the sol-fa note names. Notice that the Do is on the note that was Re in the C Major scale.

Figure 3: D Major scale with sol-fa note names. The two s at the beginning of the music indicate that the black notes directly to the right of each of the Fs and Cs replace the normal Fs and Cs on the piano keyboard).

The third example of tonic sol-fa (Movable Do) is the F Major Scale. Notice that the Do (starting note) was the Fa in the C Major scale. The flat sign at the beginning of the music indicates that the black note directly to the left of each of the Bs (B flat) replaces the normal Bs on the piano keyboard.

Figure 4: F Major scale with sol-fa note names.

Higher and lower notes

To assist with learning the tonic sol-fa, and understanding the concept of higher and lower notes, hand signs are associated with the different sol-fa names and relative pitches. Note that they are specific in shape and relative position in the air (see Figure 5):

Figure 5: Sol-fa scale represented by the Curwen[1] hand signs.

As seen in Figures 5, the relative position of the hand, on the vertical plane, is critical as a visual indication of higher and lower pitches.

Song choice

Now we need to get serious about what the group is going to sing. Time for repertoire selection. As with any age group, the conductor needs to make sure that the repertoire is appealing to, and relevant for, the group. There are three principal considerations when it comes to this issue, and they are vocal range, appropriate text, and ‘singability’.

The range of the song, how high and low it goes, must not be outside the vocal capability of the singers; remember that the exercise must be designed for success. A good rule of thumb is to not go outside the range represented below in Figure 7.

While some individual children will have a greater range, including notes higher or lower (or both) than what is indicated below, the guide represents a safe zone for primary school-age cohorts. This will align with the majority of well-written repertoire.

Figure 6: K-6 vocal range guide. * and ^ very safe in most cases. ** and ^^ with some caution; requires good understanding of individual children’s comfortable vocal range. This extended range would be most suitable for an auditioned choir, for which individual vocal ranges would be assessed.

Appropriate text is a simpler issue to attend to, for as K-6 teacher you will be well versed on age-appropriate literature and subject matter. If you think the subject matter is inappropriate – dealing with issues, or referring to, adult and/or culturally inappropriate themes, or simply age-irrelevant content… then it is inappropriate.

There are many, many songs that are available that avoid these pitfalls. A key message here is that if the repertoire is well written and accessible for the children, they will enjoy it. Don’t think that they will only enjoy pop songs sung by adults that deal with adult themes, just because they know them from the popular media. Children enjoy being children, and you can enrich that enjoyment with your song choice. This will be reiterated at the end of the article, and the Teachers Federation Library is developing a terrific resource of appropriate repertoire, and should be a first port of call in terms of actual songs and resource references.

By ‘singability’, I am referring to the following considerations:

will the melody be identifiable and ‘rememberable’?;
is the melody, (and any harmony parts if the song are in two or more parts) something you as the conductor can sing and demonstrate?;
and is it teachable?, by which I mean will the children be able to tell when they are singing it correctly?

These are important considerations.

What to do in the choir session

The K-6 choir session, which typically would be between 30 minutes and 60 minutes in duration, needs to commence with a warm-up session. Five minutes or so is plenty, but it needs to take the children from the mindset of whatever has come directly before (breakfast, recess, lunch, class, sport or whatever environment that might be) to energetic, calm, focused, listening and ready to team-sing.

The warm-up is for body, mind and voice. Exercises that encourage good posture, tall and relaxed and able to breathe deeply, should be followed by vocal exercises that encourage listening and gentle singing. This should be followed by more energetic group vocalising that engages more energetically and challenges the mind. Singing games, up and down the scale using numbers, or simple sol-fa patterns using the hand gestures (and always choosing a pitch for Do), can be ideal for this purpose. Again, the NSWTF Library has suggested resources for safe and beneficial group vocal warm-ups at your disposal.

Following the warm-ups, the repertoire that you have selected (see above) will need to be conducted with clarity and with predictable, meaningful hand gestures, with most of the songs you will use being in either a 2, 3 or 4 beat pattern. The music sheets will identify either C (common time) or 4/4 (4 beats in a bar); 2/4, 2/2 or 6/8[2] (2 beats in a bar); or 3/4 (3 beats in a bar). These symbols are called time signatures.

Below are the more common conducting beat patterns, with the conductor typically using the right hand. The crosses represent the ‘bottom’ or ‘point’ of the beat. These lines and contours show the direction and shape of the beats, were the conductor to conduct with a whiteboard marker in contact with a whiteboard. It is important to have a clear, consistent, and predictable beat.

Concluding thoughts

A school choir is the most accessible format for group music making in the K-6 environment. Percussion groups and other instrumental ensembles can certainly be valid and effective, but group singing offers itself as essentially ‘ready to go’ in the classroom, in the school hall or wherever the group of children can gather.

While not all classroom teachers may feel sufficiently capable to teach and lead group singing, it takes little more than organisation, a little support, and the will to apply the class management and pedagogical skills every teacher possesses to make it happen.

Resources are available, and by considering and applying the ideas, strategies and techniques outlined in this article, non-music-specialist teachers can lead successful and enjoyable group singing programs. This is the case whether the group is auditioned or inclusive.

Also remember that by utilising the Kodály method all children will be able to sing in tune, even if it takes some time to re-awaken their innate musicality, and it is within a limited range. The author’s research, and practice over more than twenty years of working with children and adult choristers, indicates that an inability to pitch accurately is reparable.

The NSW Teachers Federation’s Centre for Professional Learning has been enthusiastic over the last few years in sourcing and hosting professional learning in the delivery of K-6 music programs, and the NSWTF library has a growing body of quality resource materials at your disposal.

[1] John Curwen (1816-1880) developed the hand signs, later adopted by Zoltán Kodály.

[2] If slow, pieces in 6/8 can also be counted in 6.

Dr. Graham Sattler holds a Diploma of Operatic Art and Music Theatre, Master of Performance in Conducting, and PhD in music education. From 2001 to 2012 he was Director of the Orange Regional Conservatorium, engaged from 2007 to 2011 in the design and delivery of the Associate Degree in Music Education with Charles Sturt University. Regularly presenting at international Music Education and Arts Health conferences, he has carried out research in Australia, North America and Bolivia. Graham’s performance career encompasses trombone, opera and music theatre, choral and orchestral conducting. Executive Director of Mitchell Conservatorium since 2014, and executive member of the Association of NSW Regional Conservatoriums (2003-2016), Graham has written and delivered music professional learning courses in partnership with the NSWTF’s CPL for the past three years. Since 2015, he has also been engaged as casual academic with Central Queensland University.

On Site, On Tour and Online: the State Library of NSW and You

Pauline Fitzgerald welcomes you to the fascinating collection at the State Library of NSW…

No history of Australia, no local or family history, no national debate about Indigenous reconciliation or History Wars, no arguments about origins, attitudes, behaviours or politics can be written – or contested – without reference to archival and collecting institutions, and most require consultation with the Mitchell. Richard Neville, Mitchell Librarian

Supporting you

The State Library of NSW holds a unique collection in excess of 6 million items and valued at $3.15 billion. With 157,000 prints and drawings, 1.5 million photographs and negatives, 12 linear kilometres of manuscripts, 100,000 maps, not to mention 2.5 million books, how does the State Library of NSW support students and teachers?

In 2009 Learning Services was established. For K-12 students and teachers, the key objective has been connecting students and teachers with the extraordinary collections of the State Library – the home of Australia’s history. In the seven years since, a rich and diverse program has been developed to enhance learning opportunities for students and teachers around NSW. Programs are offered on site, online and on tour.

To date 57.51% of schools across NSW have connected with our services.

On site

On site in Macquarie Street, the State Library offers a range of excursions, all of which link to the NSW Syllabus for the Australian Curriculum. Fundamental to the development of our programs is the importance of introducing students to original collection material as we are well aware of the unique and important role the State Library holds as custodians of the documentary heritage of the nation.

Nowhere else in Australia will students have the opportunity to see, first hand, items such as First Fleet journals, Matthew Flinders maps, Henry Lawson’s death mask or Shakespeare’s first folio, to name but a few of our collection highlights.

The power of seeing ‘the real thing’ cannot be overstated.

Examples of our on-site programs include:

British Colonisation, one of our most popular programs, explores the arrival of the First Fleet, early days in the colony and the strength and resilience of Australia’s first peoples. Bringing the 1817-1818 Edward Close image Costumes of the Australasians to life through role play and interaction with original collection items such as James Cook artefacts, Aboriginal language lists, and convict material creates a rich and memorable learning experience for students.

Similarly, Walking into Australia is an immersive workshop providing students with the opportunity to step into the shoes of inland explorers Edward Eyre, Burke and Wills, Kennedy and Jackey Jackey, and Ludwig Leichhardt as they venture into the unknown. The survival zone truly transports the students as they struggle against strong head winds (industrial fans) in oversized gumboots lugging a heavy backpack to recreate a little of the physical hardship faced by early explorers.

Seeking Shakespeare is a particularly popular program and the Library was particularly active in 2016 as we commemorated the 400th anniversary of Shakespeare’s death. The Library collections include the first, second, third and fourth folios and the Library is the only institution in Australia to hold all four folios. The digitisation of the first folio has made it accessible to classrooms across Australia. A visit to the exquisite Shakespeare room is a huge highlight of this program and it is now possible to take a peek inside this special room via a virtual tour.

Support for the HSC

Support for HSC students is core business for the State Library and tickets for our HSC student seminars are highly sought after and quick to sell out.

Co-hosted with Sydney Living Museums, History Extension: The Project gives students the opportunity to develop their research skills and gain valuable advice, resources and inspiration before they embark on their major work.

For English Extension 2, wordeXpress offers a similar program with subject experts and successful ex-students providing guidance in how to get started and maintain focus to achieve a first class major work. The wordeXpress initiative was developed with the NSW Education Standards Authority (formerly BOSTES) and in addition to student seminars we also host the awards ceremony for students featured in the wordeXpress Young Writers Showcase.

On tour

We are particularly pleased to offer wordeXpress student seminars in regional areas and last year we travelled to Tamworth and Coffs Harbour to afford students in regional NSW the same opportunities students in the Sydney region enjoy. The State Library Foundation provides financial support to make this possible and this forms part of our commitment to serve the people of NSW and improve equity of access no matter where in the state you live. Other services targeting HSC students include Introduction to HSC Resources, which is a workshop available both on site and via video conference.

Online

In addition to on-site and regional learning programs a major focus for Learning Services is the development of online learning resources. The State Library launched a new website in February 2016 and Learning is now accessible from the homepage. This increased visibility has resulted in a 250% increase in visits to the site and we have received very positive feedback on the resources we provide.

If you cannot come to us we can always come to you – with a virtual excursion. Our virtual excursions all feature original collection materials and are offered free of charge through DART connections.

Current topics include:

Captain James Cook – watercolour on ivory miniature in circular frame, ca. 1780-1784, a128550

New programs under development are:

Mary Reibey – The woman on the $20 note
On the Move – Migration to Australia
Shakespeare’s Folios

Learning activities currently available address syllabus outcomes for the NSW Syllabus for the Australian Curriculum – History, Geography and English. Learning Activities for Visual Arts are also available.

Our most popular online resources are:

Migration to Australia in the 1800’s

HSC Area of Study: Discovery

The Gold Rush

In addition to learning activities tailor-made for classroom use, other important areas of the website for teachers and students include:

Stories

Here you will find curated collections showcasing people, places and ideas inspired by the collections. You can travel with the Dutch, the Portuguese or James Cook in Voyages of Discovery: the Great South Land or visit the goldfields of Hill End in the Holtermann Collection or delve deep into the stories and lives of Indigenous Sydney before European settlement in Eora . More than 80 stories are currently available and being added to constantly.

DX Lab

We are very proud to be the home of Australia’s first and only cultural-heritage innovation lab that supports new ways of design thinking, experimentation and deep research in the digital humanities. Our DX Lab is where experimentation and research happens and we use the latest technologies to find rich and interesting ways to explore our collections and data sets.

Professional learning and partnerships

We are grateful for the positive working relationship we have, including:

History Teachers Association
Society and Culture Teachers Association
English Teachers Association
School Library Association NSW
NESA, DOE and AIS

These partnerships ensure we are developing resources which meet the needs of students and teachers and lead the way in providing up to date resources which address changes to curriculum.

Professional learning for teachers is another important aspect of State Library services and as an endorsed provider we offer an annual conference and Reach Out! a FREE interactive workshop offered in schools around NSW. Please contact us to find out how you can have a State Library educator run a workshop for teachers in your area.

If you would like further details on any of our programs and resources please contact the Learning Services team learning.library@sl.nsw.gov.au or 9273 1778

The Music of Our Classrooms

Graham Sattler celebrates the joy of music.

Dr Graham Sattler Music in the Classroom from NSW Teachers Federation on Vimeo.

Graham Sattler is Executive Director of Mitchell Conservatorium and Vice President of the Association of NSW Regional Conservatoriums. He has extensive music teaching experience in primary, secondary and adult education settings, and has been involved in course design and delivery around concepts and strategies for both pre-service and existing teachers. Committed to the principles of access and equity in student-focused learning, Graham presents regularly at international music education conferences, drawing on his research into socio-cultural development through group music activity. He has a professional performance background in singing, as an orchestral trombonist, and in choral and orchestral conducting.

Toolbox for a Good Day at School

Lloyd Bowen packs his toolbox for moving between classrooms and keeping the focus on learning…

Teaching feels just right when our students are engaged in learning and we feel we are inspiring young people to develop a lifelong love of learning. Seeing those ‘light bulb’ moments of understanding makes being a teacher a vocation that is deeply satisfying. Maximising learning time and ensuring the focus of all lessons is on learning is pivotal to achieving these magical moments. Of course, achieving this requires us to draw on the myriad of skills that only we, as teachers, possess. There are, however, a few simple organisational tricks that can allow us to focus on the learning rather than distractions.

A most useful tool is a teacher’s toolbox. This is particularly true if you find yourself timetabled into several rooms every day, where every room is set up differently and some are well resourced whilst others are not so much. The sheer confidence that comes with knowing where your resources are is liberating for both you and your students. I would be lost without my toolbox. I always carry it with me. Yes, literally, a toolbox.

Teaching can be stressful particularly if we are caught short and underprepared. Small issues can compound into large ones yet can be fixed easily or avoided entirely if we are prepared. We tend to plan our lessons carefully to include a multitude of learning strategies and resources. Yet, sometimes our best prepared and most engaging lessons can end in disaster or disappointment. The toolbox is all about minimising the chances of a well prepared lesson escaping due to practical barriers.

Make it personal

Your toolbox will be tailored to your needs. I am an Industrial Arts teacher and my toolbox includes some subject specific objects that can be in short supply, such as drill bits, masking tape, a spare screw driver, coping saw blades and more. Your toolbox should also include other resources useful in any classroom such as pens and pencils, post-it notes, scissors, glue, a stapler, USBs and so on.

We all have students who come to school without a pen. We should encourage all students to be prepared and see the personal benefits that come from being well-organised. But sometimes they are not there yet. Your handy toolbox pens and pencils will allow all students to engage in learning with the rest of the class immediately rather than cause distraction as they hunt around their peers for a pen.

Cut transition problems

Every item in your tool box will help transition students between learning activities. Worksheets can cause a transition nightmare as students scramble to borrow the class’s only glue stick. Your handy toolbox glue sticks and scissors will make this transition both easier and smoother. Other items might include seating plans (or a seating order if you move from room to room), printed rolls and laminated class rules.

Plan to make a note

Many students are very adept at getting us to do their work for them. A student who is not sure what to do or is not feeling confident will often need our support. Post-it notes allow us to explain and direct learning concisely. Their small size forces us to give the student enough explanation to start but not too much so as to take the joy of learning away from them. This strategy allows students to feel supported and to build their confidence so as to develop their own solutions.

Know your school

A toolbox is not the Tardis from science fiction’s Dr. Who. Whilst we cannot fit in everything there are some key school specific items that are often helpful especially when we are new in a school. A copy of bell times will allow us to know when to draw a good lesson to an end, ensuring learning time is maximised. Having merit awards on hand allows us to immediately reward a student’s good work and school policy documents such as ‘out of class passes’ are incredibly useful.

Many readers may be thinking ‘these items are all in my room’. And that is entirely the point. The toolbox is simply a portable teachers’ drawer for those who work in many classrooms. A teacher’s toolbox can be one achievable, organisational aid to assist in maximising learning time and your credibility with your class by limiting unnecessary barriers to a successful lesson and a good day at school.

Lloyd Bowen is a TAS teacher and Head Teacher – Teaching and Learning working at a comprehensive high school is southern Sydney. He has been teaching for over 10 years and has experience working as a Teacher Mentor in the Mount Druitt area where he had the good fortune of learning from dozens of expert teachers. He applies many of these hints and tips in his classroom practice and in his current role.

Attracting the Best and Brightest

Lawrence Ingvarson explains why it is time to lift university entry standards…

As the smoke clears in the ATAR battle over trainee teacher standards, one thing becomes clear: recruitment, not selection, is the issue.

In recent debates about Australian Tertiary Admission Rank (ATAR) scores we have lost sight of what matters most: the recruitment of high-quality candidates to ensure a strong teaching profession.

NSW Minister for Education Adrian Piccoli has been accused of ‘attacking students with shameful elitism’ with his plan requiring new teachers appointed to NSW government schools to have attained a high standard of English at Year 12 (Bagshaw & Ting, SMH 18 Feb 2016). Recent evidence suggests several of our universities might instead be accused of shameful opportunism in their teacher education offers, showing little regard for the public interest or the teaching profession.

In 2015, while 68.5 percent of all offers for university places were made to Year 12 applicants with an ATAR of at least 70, only 42 percent of teacher education offers were made to Year 12 applicants with an ATAR score of at least 70. The number of entrants with ATAR scores less than 50 has more than doubled over the past four years (Australian Government Department of Education, 2015). This table shows the percentage share of Year 12 offers by ATAR band for teacher education 2012-2016.

Similar numbers apply to students who applied post Year 12, and we should not be taken in by academics who argue that the rising numbers of non-Year 12 entrants obviates the problem. Most non-Year 12 applicants also have an ATAR score, even if universities do not use these in determining non-Year 12 applications – and the profile of their ATAR scores is even worse.

Like education ministers across the nation, NSW Education Minister Piccoli has good reason to be concerned about the behaviour of some universities, rationalised as serving the interests of disadvantaged students. Quite rightly, he is putting the public interest first. State and territory registration bodies seem powerless to do much about this situation, a situation that would be rectified quickly if it was happening to the medical profession.

It is time to drop the rationalisations and face the fact that we have a problem.

Agreed, ATAR scores may be imperfect predictors of university success, and yet they may nevertheless be better than any other measure we have, but no one can deny that we have created a situation that is not in our national interest.

Minister Piccoli’s responsibility is to ensure that teacher education providers meet the national standards for accrediting teacher education providers. These state that entrants should possess levels of personal literacy and numeracy broadly equivalent to the top 30 per cent of the population and be capable of meeting the demands of a rigorous higher education program. We are a long way below that standard.

The demand-driven system is clearly undermining our teaching profession and lowering its status. Universities should not have the freedom to implement admission policies if they have detrimental downstream effects on the supply and quality of teachers, and ensuing detrimental effects on schools and on the profession. Vital professions like teaching need to be protected from the consequences of the demand-driven system.

One possible course of action for universities is to provide generalist undergraduate programs that enable students to reach the standard required to enter and cope with a rigorous teacher education program. The solution, if they are unwilling to do this, is to move all teacher education to the post-graduate level.

In all the flurry about ATAR scores, we have lost sight of the real problems.

The first is that teaching has a recruitment problem much more than a selection problem. We can introduce all the filters and selection tests we like, but they won’t make any difference unless our governments improve the attractiveness of teaching and demand from our ablest graduates for teacher education places.

Australian Governments are not doing enough to ensure teaching is an attractive profession that can compete with other professions for our best graduates. Talk about the importance of teacher quality needs to be matched by polices that ensure high quality entrants to teacher education.

Australians must be willing to pay demonstrably accomplished teachers what they are worth – which means that they should be able to attain significantly higher salaries based on professional certification of their expertise.

Salaries matter. Salaries and status are the main reasons our ablest students do not choose teaching, despite regarding it as a worthwhile profession (Department of Education, Science and Training 2006). International research shows that what distinguishes high-achieving countries, in terms of student achievement, are teacher salaries at the top of the scale, relative to other professions (Carnoy, 2009; Akiba et al. 2012; Dolton et al. 2011).

The second problem is the presumption that universities alone should determine who gains entry to teacher education programs. Given the current situation, this presumption is no longer tenable, despite the inevitable flag-waving about university autonomy. Autonomy is not unconditional; it’s a two-way street. Autonomy, or trust, is what the public gives in return for practices that are in the public interest.

No one is arguing that it is not a good thing to expand opportunities to gain a university education. However, this does not mean that students should be channelled directly into professional preparation programs like teacher education regardless of prior academic achievement. This may suit the financial interests of universities in absorbing more students, but it is not in the interests of the public or the teaching profession.

Implicit in the arguments some teacher educators use to justify their low entry standards is that teacher education programs should be remedial programs, or bridging courses. Plans to require basic literacy and numeracy tests after graduation also imply that course time should be spent remedying basic academic deficiencies. Is there any other profession where this line of argument would be accepted or taken seriously?

A high-quality teacher education program cannot be both an effective preparation for the demands of teaching and a remedial program.

Minister Piccoli is right to argue that the simplest and most efficient pathway is to require evidence of high level results in English and two other subjects at Year 12 level before being eligible to enter a teacher preparation program. The most appropriate stage for basic literacy and numeracy testing is at entry, not graduation.

A remarkable feature of the ATAR debate is what little consideration some universities give to the effects of their low entry standards on our schools and the teaching profession. The arrogance is breathtaking. The thought that they should consult with, or to listen to, the concerns of the teaching profession seems not to arise.

By all means remove unfair barriers to disadvantaged students who for one reason or another have not had the chance to follow the traditional pathway into tertiary education, but channelling applicants directly into teacher education programs for which they are unprepared will not be in the interests of those disadvantaged school students they may finish up teaching.

The brutal fact is that high-performing schools are unlikely to shortlist job applicants who come from universities with low entry standards. As a result, we run the risk of creating serious differences in teacher quality across schools serving students from different socioeconomic backgrounds.

The recent report of the Teacher Education Ministerial Advisory Group (TEMAG) missed the opportunity to address the recruitment problem.

With little evidence, it claimed that the main problem was the quality of teacher education courses themselves, not recruitment and the quality of applicants. The TEMAG report successfully diverted attention away from governments and their responsibility to ensure that teaching attracts sufficient numbers of our ablest students to meet the demand. Instead of addressing the recruitment problem, the TEMAG report advocated more robust selection methods at entry and at graduation. These alone will do little to increase the quality of applicants.

An argument in currency last year was that, with the prospect of more ‘robust’ outcome measures of their graduates, universities would quickly fall into line and lift their entry standards, because it would threaten their accreditation status if many of their graduates failed. That argument lost all currency this year. Instead of falling, the proportion of offers to students with ATAR scores lower than 60 rose again in 2016 (Australian Government Department of Education, 2016).

Our present approach to teacher education is very wasteful, compared with countries like Singapore where the number of entrants accepted into and graduating from teacher education is broadly in balance, where supply and demand are broadly in balance and where most new graduates remain in teaching long term, unlike Australia. The primary reason is that teaching is a high-status profession offering attractive career paths and working conditions.

It is true that we do spend a lot of money on our education system, but we have not been spending it on what matters. Smart countries make sure their education system is strong, both in terms of quality and equity, by making sure their teaching profession is strong in terms of recruiting and retaining successful graduates from schools and universities. In the long run, these policies save money.

We need to establish effective measures for holding our governments accountable for teacher quality.

Ultimately, our governments are responsible for ensuring that teaching offers salaries and conditions that attract sufficient applications from students who can cope with a rigorous professional preparation program. Our governments are accountable for ensuring that teaching can compete with other professions for our ablest students, and our collective responsibility is to hold them to account. To achieve this, we must require governments to gather evidence annually showing that their teacher quality policies are lifting the academic quality of students being attracted into teaching.

Teacher education is too important to be left to the vagaries of university admission policies.

If the present trends in recruitment continue, we should consider diverting funding for teacher education from universities to a national teacher education authority, for which the primary responsibilities should be to ensure that: supply of new teachers matches demand; teacher education services are purchased from accredited providers; funded courses attract sufficient students from the top 70 percent of the age cohort; and teacher education program accreditation is conditional upon evidence that graduates meet specified high standards for professional knowledge and performance.

Lawrence Ingvarson is a Principal Research Fellow at the Australian Council for Educational Research.

Bibliography and Suggested Reading List:

Akiba, M., Ciu, Y., Shimizu, K., & Lang, G. (2012). Teacher salary and student achievement: A cross-national analysis of 30 countries. International Journal of Educational Research, 53, 171-181.

Australian Government Department of Education (2015) Undergraduate Applications and Offers, February 2015 https://docs.education.gov.au/node/38371

Australian Government Department of Education (2016) Undergraduate Applications and Offers, February 2016 https://docs.education.gov.au/node/40726

Carnoy, M., Beteille, T., Brodziak, I., Loyalka, P., & Luschei, T. (2009). Teacher education and development study in mathematics (TEDS-M): Do countries paying teachers higher relative salaries have higher student mathematics achievement? Amsterdam: International Association for the Evaluation of Student Achievement.

Chevalier, A., Dolton, P. & McIntosh, S. (2007). Recruiting and retaining teachers in the UK.
An analysis of graduate occupational choice from the 1960s to the 1990s. Economica, 74(293), 69-96.

Department of Education, Science and Training (2006). Attitudes to teaching as a career: A synthesis of attitudinal research. Canberra: Commonwealth of Australia.

Dolton, P. & Marcenaro-Gutierrez, D. (2011). If you pay peanuts you get monkeys? A cross-country analysis of teacher pay and pupil performance. Economic Policy, January, 2011, 5-55.

Eryk Bagshaw and Inga Ting (Feb 18 2016). ATAR charade: University accuses Piccoli of ‘shameful elitism’. Sydney Morning Herald http://www.smh.com.au/national/education/atar-charade-university-accuses-piccoli-of-shameful-elitism-20160217-gmx2mx.html

Teacher Education Ministerial Advisory Group (Dec 2014). Action Now: Classroom Ready Teachers. Australian Government Department of Education. http://www.studentsfirst.gov.au/teacher-education-ministerial-advisory-g…

And Now That You Teach Geography!

Lorraine Chaffer takes us through the Geography K-6 syllabus which becomes mandatory in 2017…

The NSW syllabuses for Geography K-10 and History K-10 replace the 1998 HSIE K-6 Syllabus for primary schools. The new Geography syllabus was informed by the Australian Curriculum. History K-6 was implemented in 2016, while Geography K-6, optional in 2016, will be taught from 2017. For the first time, Geography has its own identity in a K-6 setting, bringing with it many challenges and opportunities.

Before beginning to program, choose content and develop assessment activities for the Geography Syllabus K-6 teachers are advised to read the aim, rationale, stage statements and assessment advice and study the skills, tools and concepts, explanations and continuums. After doing so, thinking geographically will then make more sense.

Challenges

Understanding geographical concepts, skills and tools;
Developing the Geographical Inquiry Skills essential to investigating interactions between people, places and environments;
Creating teaching programs that ‘stimulate students’ interest in and engagement with the world’ and develop ‘informed, responsible and active citizens’ (see the ‘Aim’ in the NSW Geography Syllabus K-6 p. 15).

Similarities and differences

Although geographical content taught in the HSIE K-6 syllabus can be used in the new syllabus there is a need to work within the scope and spirit of the new syllabus. There is now greater emphasis on geographical inquiry skills and tools, particularly the use of fieldwork and spatial technologies and the application of geographical concepts.

The new syllabus has greater flexibility for teachers when choosing content, programming units of work and developing scope and sequence plans.

When programing, developing or adapting resources and creating assessment activities for Geography K-6, teachers should be guided by the Stage Statements on pages 18-19 as well as the Content Focus, Outcomes and Key Inquiry Questions for each content area.

The concepts, inquiry skills and tools continuums should also be used when developing new teaching materials, differentiating the curriculum and developing assessment activities.

The following table shows components of the NSW Geography Syllabus K-6 that are essential and where flexibility is possible.

Whilst History and Geography are separate subjects, there are opportunities to integrate these subjects where there is a good fit.

Programming ‘must do V might do’

Essential (must do)	Flexibility (might do)
Units for each stage (listed on p.35 and elaborated pp.42-65)	In any order within a stage Content can be integrated with other subjects Content dash points are for guidance Geographical concepts relevant to the stage
Geographical concepts relevant to the stage	Can include more concepts but not fewer
Geographical Inquiry Skills acquire, process, communicate use primary data (fieldwork) use secondary sources	Use all or some of the inquiry skills – work towards a complete inquiry Use Syllabus Key Inquiry Questions or develop your own. Choose where and when to complete fieldwork and specific activities to suit content.
Geographical tools integrated into content and geographical inquiry	Refer to letter symbols beside the content or select tools to suit content or inquiry activity
Integration of Learning Across the Curriculum (this is already mapped throughout the syllabus content)	Refer to the icons beside the content or select to suit content or inquiry activity
Courses of study and educational programs are based on the outcomes of the syllabus	Differentiate

Features of the new syllabus

Geographical concepts

The Geography Syllabus K-10 is underpinned by seven geographical concepts. The Geographical Concepts Continuum (pp 26-27) illustrates links between concepts and content by stage. The concepts are:

Place
Space
Environment
Interconnection
Scale
Sustainability
Change

These concepts are introduced at different stages to build conceptual understanding from Early Stage 1 through to Stage 3, by which time all seven concepts should be integrated into learning activities. A brief outline of each concept is included in the table below.

CONCEPTS	STAGE
Place – identifiable parts of earth’s surface Space– the organisation, patterns and distribution of places Environment – total surroundings and relevant natural and human processes	Early Stage 1
Interconnection – the links between people, places and environments, actions and consequences, planning and sustainability Scale – the levels at which geographical phenomena are examined eg. local, national, regional, global	Stage 1
Sustainability – the capacity of the environment to continue to support life	Stage 2
Change – developments and variations over time	Stage 3

Geographical inquiry skills

The Geographical Inquiry Skills Continuum (pages 30-31) illustrates the increasing sophistication of geographical inquiry activities through stages ES1- 3.

Students investigate the world through the Geographical Inquiry Skills of acquiring, processing and communicating geographical information. They use geographical tools (see below) to answer questions and over time will learn to develop their own geographical inquiry questions.

Collecting and interpreting data, drawing conclusions and communicating findings are essential components of geographical inquiry. Proposing and taking action, when appropriate, develop citizenship skills.

In each stage, students will use elements of geographical inquiry such as studying a map in class, taking photographs during fieldwork or using appropriate digital technologies to create a presentation. Over time, students will be able to undertake a complete inquiry activity independently or with guidance.

Geographical tools

The tools used to acquire geographical information include maps, fieldwork, graphs and statistics, spatial technologies and visual representations such as diagrams and photographs. In this context they are referred to as secondary sources of information.

Primary data is obtained through fieldwork activities such as taking photographs and measurements, making observations and conducting surveys. Primary data can be represented using tools such as graphs, maps and spatial technologies.

Geographical information can be qualitative (descriptive or visual) and quantitative (using statistics). The type of information required for geographical inquiry will determine the tools used and influence the type of fieldwork activities undertaken and the equipment needed. The content under investigation, such as a study of weather, will influence the inquiry activities chosen.

Fieldwork

Fieldwork can take place within school grounds and is an essential component of geographical inquiry. During fieldwork, students engage with the real world to gather primary data and answer inquiry questions. It is expected that over time students develop fieldwork skills that allow them to gather quantitative and qualitative geographical information. These skills include observing, recording, measuring, surveying and analysing the geographical features of places.

Examples at school could include:

weather features such as temperature and wind (quantitative data);
spatial characteristics such as distances between places (quantitative data);
taking photographs, drawing maps and describing the features of places (qualitative data);
observe, measure, record and analyse different places within the school (for early Stage 1 through to Stage 3).

Examples away from school

Fieldwork can also be completed at places further away and include part or whole day activities. A number of fieldwork providers support schools with activities designed specifically for the new Geography K-6 syllabus. Teachers should find their local Environmental Education Centre to see what they offer. Using these facilities is often a good first step for teachers wishing to develop their confidence with fieldwork skills and fieldwork equipment, after which they might develop their own fieldwork activities.

Note: It is important that fieldwork does not become ‘just an excursion’ in which teachers provide information about places. Meaningful and authentic fieldwork involves the active gathering of information = ‘work’.

Fieldwork equipment

Equipment can be low tech, high tech or somewhere in between.

Low tech – simple equipment such as a compass or printed identification charts of plants or animals.
High tech – more sophisticated equipment such as water quality testing equipment or the use of Apps to measure features such as direction and distance.

The availability of digital devices and access to the Internet are issues to consider when selecting fieldwork equipment and activities. There is no right or wrong approach to fieldwork as long as students are actively gathering geographical information. The more ‘hands on’ the fieldwork the more effective the geographical inquiry.

Spatial technologies

Spatial technologies are relatively new tools for geographical inquiry that include software and hardware interacting with real world locations such as virtual maps, satellite images and Global Positioning Systems (GPS). These are the new tools of the digital generation. The interactive nature of spatial technologies such as Google Earth helps students to visualise, analyse and record geographical phenomena and develop critical thinking and decision-making skills such as visualising settlement patterns in different places, analysing issues, developing explanations and proposing solutions.

The Geographical Tools Continuum (page 34) illustrates the increasing complexity and choices of tools that can be used from Early Stage 1 to Stage 3. The continuum makes differentiating the curriculum easier, for instance, challenging more capable students with complex tools from a higher stage e.g. a Stage 3 student might be challenged with Global Information Systems (GIS) activities.

Stage	Spatial Technologies
ES1	Virtual maps
1	Virtual maps Satellite images
2 & 3	Virtual maps Satellite images Global Positioning Systems (GPS)
4	Virtual maps Satellite images Global Positioning Systems (GPS) Geographic Information Systems (GIS)

A variety of scales

The syllabus requires a study of interactions between people, places and environments from the local to the global scale. In the early years the focus is on local places, familiar to students e.g. schoolyard, the street they live in or the local shopping centre. By stage 3, studies will focus on people, places and environments at a global scale such as countries or regions such as Asia and will include local comparisons, particularly through fieldwork activities.

Online Resources

The following websites can be used to develop a deeper understanding of the new syllabus and resources to assist with programming and assessment.

BOSTES K-10

As well as the syllabus, the BOSTES website provides support materials including assessment and programming materials and sample scope and sequence and teaching units. http://syllabus.bostes.nsw.edu.au/hsie/geography-k10/

NSW Geography Teachers Association

http://www.gtansw.org.au

Australian Geography Teachers Association

http://www.agta.asn.au

Asia Teachers Association

http://www.aeta.org.au

DEC NSW Curriculum support

For stage based frameworks: http://www.hsiensw.com/k-10-teaching-and-learning-framework.html

For the K-10 PDF document: http://www.hsiensw.com/uploads/4/7/7/1/47718841/geographyk-10.pdf

GeogSpace

http://www.geogspace.edu.au Of particular use to teachers in NSW are the core units, support units and exemplars of student assessment activities. Care must be taken to match the material with stage based organization used in NSW.

Developing questions for Inquiry http://www.geogspace.edu.au/support-units/geographical-inquiry/gi-illustration1.html

EXEMPLARS F-4 http://www.geogspace.edu.au/core-units/f-4/exemplars/exemplars.html

Geography: What is it for?

A clever animation from South Australia highlighting the outcomes for students studying the new Australian curriculum. https://www.youtube.com/watch?v=sgGb8BM2TBk&list=PLCp3_brrD7xpDDH3oa3OjQOicUfaO1x8L&index=2

Geography in Years 1 & 2 using the draft Australian Curriculum

An inspiring YouTube clip from South Australia highlighting the introduction of geographical inquiry and questioning in the early years https://www.youtube.com/watch?v=5pGpri67uK8

Lorraine Chaffer has 38 years experience as a Geography teacher in NSW public schools and has been heavily involved in the professional development of teachers. Lorraine was a consultant in the development of the NSW Geography Syllabus K-10, has written textbooks for the Australian Curriculum Geography and the NSW Geography Syllabus K-10 and has worked with K-6 teachers across NSW to unpack the new syllabus and develop the essential knowledge, understanding and skills to deliver the syllabus effectively. Lorraine is Vice President of the Geography Teachers Association of NSW and a board member of the Professional Teachers Council.

Making Science and Technology a Prominent Part of the Primary Curriculum

Christine Preston provides a straightforward guide to teaching Science and Technology in the primary years …

Primary teachers in NSW have been implementing the new NSW Syllabus for the Australian Curriculum, Science K-10 (Incorporating Science and Technology K-6). The new syllabus has invigorated teachers who want to ensure that science and technology learning is authentic and effective. It provides an excellent opportunity for teachers to reflect on the status and quality of this KLA in their schools. Now, more than ever principals are prioritising teacher professional development in science and technology. Whilst Science and Technology has been a mandatory component of the primary curriculum since the early eighties this KLA has not always been given the attention it deserves.

Schools that are focusing on science and technology are implementing whole school change by revising their scope and sequence plans and running in-school professional development. Teachers are also being supported to attend outside courses. Representatives then return to their school enthused and ready to lead curriculum improvement in science and technology. There are positive aspects to new syllabus implementation including the opportunity to make science and technology a prominent part of the primary curriculum.

Changes to the new syllabus

Significant changes have been made to both the structure and content of the syllabus compared to the previous version. Structurally, the syllabus is organized by two knowledge and understanding strands, Natural Environment and Made Environment; and two skills strands, Working Scientifically and Working Technologically. Content wise the outcomes are specific and explicitly outlined with suggested activities for students. This makes it very unlikely that schools can continue using exactly the same teaching program as before.

The syllabus retains its dual focus on science and technology. Considering this some schools now realize that the technology component was previously overlooked in previous teaching program. Schools using various resources, including Primary Connections need to ensure that technology as well as science outcomes are adequately addressed.

K-10 FRAMEWORK
Reading the aims (pages 14 & 79) and rationale (pages 12 & 77) of the K-6 and 7-10 syllabuses lets you compare the underlying intentions of primary versus secondary science and technology. First primary learning experiences ought to be wonderful, intriguing, engaging and related to children’s interests. We must make learning science and technology in all primary schools enjoyable (not boring or arduous). The schools that already have effective teaching programs engage children in relevant learning experiences that make them think and understand more about their world. This happens when teachers help children link everyday experiences with scientific phenomena and technological applications.

Placing the K-6 syllabus within a K-10 framework provides a learning continuum and enables you to easily check the level of content. Gravity, for example, occurs in both stage 2 and stage 4. In stage 2, gravity is taught as an example of a non-contact force. Students drop things to observe how gravity pulls them down. Science toys that take advantage of gravity are fabulous resources for this. In stage 4 students learn that the pull of gravity is towards the centre of Earth and they focus on unbalanced forces and mass and weight. This means you are not expected to teach facts about gravity but rather organise learning experiences for children to observe its natural effects. Using the syllabus like this helps ensure primary learning is appropriate. The K-10 framework then reinforces the quite different aims of K-6 and subsequent 7-10 parts of the syllabus.

CONTENT – KNOWLEDGE AND UNDERSTANDINGS
Most teachers find the new syllabus is well documented and easy to follow. You will be familiar with many of the names of the content sub-strands from the previous syllabus. The science content reflects the key disciplines of physics (Physical World), geology (Earth and Space), biology (Living World) and now chemistry (Material World). The technology content includes previous topics (Built Environments, Information, Products) and a new one (Material World). Material World relates learning to both the natural and made environment.

As well as changes to the organization, changes to the concepts or topics have also been made. Key concepts are emphasized, some topics have changed stages and some is no longer taught in K-6. The content of the specific outcomes are elaborated by using dot points (bullets), making it easy to work out exactly what you have to teach. This enables teachers to prepare for specific topics where their background knowledge may need to be developed. All of the outcomes and the dot points that elaborate the content are mandatory. The examples at the end of the dot points are not compulsory. If you can think of more interesting or relevant examples for children then use them. This element of the syllabus provides you with the flexibility to do what primary teachers do best – be creative.

The following shows where a more appropriate and an additional example could be used. Stage 1 Material World suggests making concrete as an example for children to explore how people at home or work change and combine different materials for a particular purpose. This is unlikely to interest year 1 or 2 children and not safe for a practical task. It is also a misleading example of a physical change (concrete setting involves a chemical reaction). What other context could you use? Interior decorators mix different pigments with white paint to create tonal variations. Children could investigate this by adding crushed rock fragments to paint. Early stage 1 Natural Environment suggests tennis balls and blocks as examples for children to identify that size and shape affect how objects move. These are certainly useful but you could also use toy parachutes (open and closed) to further engage children in learning about this idea.

Looking at Living Things illustrates how changes are embedded throughout the syllabus and where content has changed stage level. Early Stage 1 focuses on the basic needs of living things, a change from identifying their differences. Life cycles are now in stage 2; in stage 1 children compare differences between offspring and adults and measure and record growth of actual living things. A big change is that the human body previously taught in stage 2 has been removed. Differences between living and non-living things are now taught here focusing on distinguishing characteristics. Stage 3 now specifies structural features (external not internal) as adaptations that enable particular species to survive in certain environments. Australian animals and plants are to be observed and existing adaptations described. Don’t forget you can use your own examples. This is an excellent opportunity to feature local area organisms and make learning more relevant for your children.

The new syllabus also indicates the type of learning activities children should be doing. Words like: explores, uses, identify, research, communicate, sketch, model, group, describe, compare, etc. signify the nature of children’s learning. A good example of this is Earth and space stage 2. Children are required to describe local seasonal changes due to Earth’s movement around the sun. This means focusing on observable changes such as day length and weather effects, e.g. temperature change. It does not mean children are expected to explain why seasons occur, which is secondary level content. Much of the content implies active learning by children which can be supported by modern teaching strategies and productive use of science and technology skills processes.

CONTENT – SKILLS
The new syllabus includes two skills – Working Scientifically and Working Technologically making it similar to the mathematics syllabus. In the new syllabus the skills outcomes include more explicit statements about the practical learning expectations. The syllabus clearly states children must do practical work. There is a clear trajectory of sub-skills development along the stages from ES1 to Stage 3. Following research into effective teaching of Science and Technology, the syllabus is designed so that children will develop understanding of content through active engagement in these two skills areas.

WORKING SCIENTIFICALLY
This skills area is concerned with developing the process of science inquiry. Reflecting the work of real scientists the actual method used for investigations can be varied. As you guide children to identify and pose questions they will learn a variety of ways to collect data and realize the importance of evidence in forming scientific explanations. Opportunities exist for integration with other KLAs as children communicate their findings. The syllabus clearly states children must conduct first-hand investigations aimed at developing deep understanding.

Working Technologically

The new syllabus specifies technology learning will involve the design process. Through active engagement in problem solving children learn about the applications of technology in a range of real world contexts. Encouraging children to be creative in designing solutions and justifying decisions builds their thinking capacity. Children must engage in hands-on design tasks. Your role is to support children’s active learning culminating in thoughtful discussion.

Opportunities and challenges

The new syllabus situates teachers as learning supporters rather than knowledge providers. The practice of developing children’s understanding through meaningful hands-on experiences is supported by research. This may present a challenge for teachers who have traditionally relied on textbooks, worksheets and videos. Learning shaped by the key processes of science inquiry and technological design will necessitate resource acquisition in some schools. Whole school plans may need to be adjusted to allow science and technology a fairer share of time in the school curriculum. At least one hour per week for the whole year should be devoted to the science and technology KLA in teaching programs from K-6 in the primary curriculum.

The challenge is to make all Science and Technology learning interesting and engaging for children. We need to organize authentic learning contexts that allow children to find patterns in the world and foster curiosity and surprise. Try beginning lessons with a puzzle or challenge to intrigue children and get them thinking. Allow time for sharing their ideas about the question. Involve children in inquiry where they can explore and collect evidence. Revisit children’s ideas about the novel situation discussing any advances in their thinking. As a class generate a scientific explanation and use drawing to visually represent understanding. Have children apply their understanding through a related design task. Providing creative and interesting learning experiences that are relevant for children will make Science and Technology learning in primary schools exemplary.

The new syllabus signals the time for primary teachers to make Science and Technology a prominent part of the primary curriculum. Through purposeful, sustained teaching incorporating engaging learning experiences, NSW teachers can significantly elevate the status and quality of Science and Technology in primary schools.

Dr Christine Preston is a lecturer in Science education at the University of Sydney and is a Director of the University’s Bachelor of Education (Primary) program. Dr Preston has taught Science at the secondary and primary level and continues to work in primary school classrooms. She has won awards for Excellence in Teaching, Quality Teaching and for Innovation and Excellence.

Teaching Kindy Kids, Learning from Kindy Kids

Amanda Hayes and Michelle Tregoning share insights about what our Kindy students bring to the classroom …

At the beginning of every year, a new group of Kindy kids nervously arrive. So small, they seem, in comparison to the students who know the school environment well and have etched out their own spaces to play. “They’re so little” we say as we gently care for them, protect them and guide them through the curriculum. When we see them all wearing their brand new uniforms and shiny new shoes, we somehow forget just how capable, competent and creative they are when they are outside of the school gates.

Learning about the “MeE” Framework through the Fair Go Bridges to Higher Education Project at UWS made us realise that we wanted to be mindful about how we viewed their capabilities, making conscious decisions not to consider them “little” in a way that diminished them or led us to back off, even ever so slightly.

Rather we needed to view them as “little learners”, small in size perhaps but big in potential. We wanted to challenge their learning and push their thinking. More than anything, we wanted to focus on what they can do now, what they can learn to do in the future and to be mindful of sending them powerful, positive messages about their place in this school. We also had to fathom the skills and abilities they had, and those they could acquire, in order to belong and contribute to the school community.

And so changes in pedagogy were made. What we were learning about, why it mattered and how to be successful became public knowledge. We talked about how new learning feels and embraced challenge and frustration as a necessary part of new learning. Our learning tree was formed where every new leaf represented a new piece of learning we shared as a community of learners and each flower symbolised students blossoming with every new learning pathway created in their brains.

Embedded formative assessment and visible learning strategies started filling our teachers’ toolkits as decisions were made based on research about pedagogy and learning. Conversation between learners dominated the classroom soundscape and no question or intake was left unexamined for the learning potential it might bring.

What we learnt about changed too – we found out what the students were interested in and we used their curiosities to drive curriculum learning. These practices assisted in the focus on learning over behaviour management as we reminded students of the powerful message of, “Remember why we’re here”.

We were in a fortunate position with the Kindy team as half of us were part of the project and the other teachers joined in as “accidental Fair Go-ers”. Together, we explored the role of play in building skills in language, negotiation and social skills so that students could participate effectively in a classroom based upon community, challenge, interest, inclusive conversations, feedback and reflection.

Small changes in our pedagogy and learning design led to students viewing themselves as capable learners and referring to the classroom, the learning and the achievements as “ours”. With the guidance of Amy McGinnes, who also instilled the belief that they too are competent, knowledgeable and owners of their learning, they became researchers, authors and illustrators.

The Kindy kids created a text with a common goal and purpose and used their Year 5 buddy class as the target audience. This feeling of empowerment gave them the confidence to show senior students of the school that they have something to offer as they discussed with them the writing process so they too could also write a text.

So yes, they still look little and nervous… but don’t be fooled, for underneath the shiny shoes and brand new uniform are capable, competent and creative thinkers and learners who are capable, who belong, and who have knowledge and skills that can be shared across the school. Trust in the knowledge that they bring and their thirsty brains that are waiting to soak up the exciting and engaging learning opportunities that school creates.

Amanda Hayes is in her seventh year of teaching at Fairfield PS. She has been a part of the FairGo Project and is currently engaged in the Aspiring Leaders Program.

Michelle Tregoning is an AP at Fairfield PS where she has worked as a team leader, ESL Support Teacher, classroom teacher and teaching and learning mentor. Within the role of mentor Michelle has worked with large numbers of teachers using action research examining engagement using the MeE Framework.