Stacey Quince Deputy Principal Campbelltown Performing Arts High School

1. Connected learning: A cross-curriculum approach to ICT Stacey Quince Deputy Principal Campbelltown Performing Arts High School

2. School context • Campbelltown Performing Arts High School is located in South-Western Sydney and has an enrolment of 1140 students, of which 67 identify as ATSI students. • Students access the school via local area (60%) or through audition (40%) in the areas of dance, drama, music or circus. • The school is recognised for its outstanding achievement in the areas of quality pedagogy, academic achievement, integration of ICT, the performing arts and student leadership. The school enjoys a high profile in the community and significant parent support.

3. School focus is to continuously improve student learning outcomes through: • Data driven, targeted teacher professional learning • Whole school emphasis on quality pedagogy • Consistent, supportive welfare system • Recognition and celebration of success

4. Process • 1. Teacher professional learning with representatives from across subjects • 2. Identification of ‘key concept’ for cross-curriculum approach to teaching and learning • 3. Development of an integrated assessment task and marking guidelines • 4. Collaborative programming using backward mapping • 5. Implementation of units, including team teaching • 6. Reflection and evaluation

5. Project 1 • Year 7 unit – English, science, PDHPE and art • Core concept – Relationship with Our World • Core skills –collaboration, communication • Rich task – group presentation using a range of language modes (photostory, powerpoint, film)

6. Science 4.8 – A student describes features of living things. Students develop an understanding of what makes them a living thing within the world. English 4.9 – A student demonstrates understanding that texts express views of their broadening world and their relationships within it. Students explore how language is used in a range of texts to represent relationships in their world. Our Relationship with Our World Students will develop an understanding of how they ‘fit into’ their world. They will develop knowledge about how their sense of self and relationships are formed and influenced. Students will make connections between how their relationship with their world is represented and explored in English, science, visual arts and PDHPE. Visual Arts 4.4 – A student recognises and uses aspects of the world as a source of ideas, concepts and subject matter in visual arts. Students investigate how aspects of their world are represented in art. PDHPE 4.1 – A student describes and analyses the influences on a sense of self. Students analyse ways that the world affects how they feel about themselves.

7. Integrated assessment (skills A) • Collaboration - A student demonstrates the ability to work as part of a group by making meaningful contributions to set tasks. DEVELOPED FROM: • E4.11 – A student uses, reflects on and assesses individual and collaborative skills for leaning. • S4.22 – A student undertakes a variety of individual and team tasks with guidance. • P4.13 – A student demonstrates cooperation an support of others in social, recreation and other group contexts. A - A student demonstrates the ability to make substantial contributions to set tasks as a member of a group. B - A student demonstrates the ability to make considerable contributions to set tasks as a member of a group. C - A student demonstrates the ability to make adequate contributions to set tasks as a member of a group. D - A student demonstrates the ability to make inconsistent contributions to set tasks as a member of a group. E - A student demonstrates the ability to make limited contributions to set tasks as a member of a group.

8. Integrated assessment (skills B) • Communication A student selects and uses communication skills to present their understanding of their relationship with their world. DEVELOPED FROM: • E4.1 – A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure. • S4.18 – A student, with guidance, presents information to an audience to achieve a particular purpose. • P4.11 – A student selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations. • A. A student uses highly developed communication skills to present an understanding of their relationship with their world. • B. A student uses well developed communication skills to present an understanding of their relationship with their world. • C. A student uses adequate communication skills to present an understanding of their relationship with their world. • D. A student uses basic communication skills to present an understanding of their relationship with their world. • E. A student uses limited communication skills to present an understanding of their relationship with their world.

9. Project 2 • Year 8 unit – English, history, music and art • Core concept – Impact of contact • Core skills – ICT, collaboration, communication • Rich task – film (animation, live action or claymation). Outcomes and type of task determined by teachers at the commencement of the planning phase.

10. Task outline • You have been asked to develop a film for the NAIDOC Week Film Festival that explores “how indigenous and non-indigenous peoples have experienced and responded to contact with each other”. The purpose of the film is to develop in your audience an understanding of the impact ‘contact’ has had on Aboriginal people and Australian society as a whole. • You are to work as part of a group of film makers to produce a film of 3 – 5 minutes. Your film must be engaging and informative and effectively use a range of ICT skills and film concepts.

11. Assessment Task developed to address syllabus outcomes from multiple subjects with assessment criteria developed by the students. Team teaching of ‘unpacking’ outcomes using IWB. Classification of outcomes by students - content, ICT, collaboration. Class discussion around the development of criteria. Levels of achievement determined by students.

12. Outcomes A student: (Music 4.6) experiments with different forms of technology in the composition process (Eng 4.3) responds to and composes texts in different technologies (Hist 4.10) selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past (VA 4. 6) selects different materials and techniques to make artworks Criteria A student demonstrates the ability to use ICT skills to present a film that uses a range of concepts and strategies (including shot types, camera angles and movement, sound and music, dialogue and speech, colour). ICT criteria

13. Marking guidelines for ICT Outstanding A student uses highly developed ICT skills to present a sophisticated film effectively using an extensiverange of concepts and strategies (including shot types, camera angles and movement, sound, dialogue and speech, colour). High A student uses well developed ICT skills to present a comprehensive film effectively using a widerange of concepts and strategies (including shot types, camera angles and movement, sound, dialogue and speech, colour). Sound A student uses adequate ICT skills to present a satisfactory film using a range of concepts and strategies (including shot types, camera angles and movement, sound, dialogue and speech, colour). Basic A student uses basic ICT skills to present an inconsistent film using a small number of concepts and strategies (including shot types, camera angles and movement, sound, dialogue and speech, colour). Limited A student uses limited ICT skills to present a narrow film using few concepts and strategies (including shot types, camera angles and movement, sound, dialogue and speech, colour).

14. Project 3 • Year 7 unit – English, science, maths, HSIE • Core concept – Indigenous and non-Indigenous approaches to environmental sustainability

15. Process • Teachers identified outcomes from their respective syllabuses that could be taught and assessed through a common rich task (wiki, podcast, blog). • These outcomes were mapped by teachers. • Units of work developed as per previous projects. • Students then unpacked the outcomes during a lesson that was team-taught by the four teachers. • Teachers facilitated a process whereby students mapped the outcomes using IWB. • With support, students then wrote the outline of the task and marking criteria.

19. Challenges of cross-curriculum approaches to pedagogy • Time! To plan, to share knowledge and skills, to team teach.... • Engendering ownership • Finding authentic leverage points in syllabuses • Addressing the ‘us’ and ‘them’ mentality • Aligning with teaching and learning programs • Ensuring consistency of assessment across classes within one subject

20. Benefits of cross-curriculum approaches to pedagogy • Maximises time on task for students • Requires students to make connections in their learning • Develops in students deep understanding of key concepts • Utilises areas of expertise of staff (especiallyICT) • Deepens teachers’ knowledge and understanding • Increases pedagogical collaboration between teachers across the school • Maximises opportunities for consistency of teacher judgment • Rewarding for teachers and students

21. Tips for cross-curriculum pedagogy Start with TPL! Identify ‘obvious’ links between subjects – don’t try to put a square peg... Build collaborative teaching and assessment processes Build the project around the syllabus outcomes Make it part of your teaching and learning programs, not something ‘extra’ Engage in team teaching across subjects Provide lots of opportunities for professional dialogue throughout the process Provide opportunities for student ownership – be flexible Encourage calculated risk-taking Have fun!

22. Thank you and good luck! stacey.quince@det.nsw.edu.au