The New Basics Project

1
The New Basics Project
2
Qld State Education - 2010

• An integrated framework for curriculum, pedagogy
  and assessment that defines essential areas of
  learning, appropriate and effective approaches to
  teaching, affiliated modes of assessment and
  standards and assurances about student
  development at key points at schooling.

3
Aims of the Project

• To provide Education Queensland schools with a
  futures-oriented, relevant approach to
  curriculum, pedagogy and assessment
• To provide teachers with a simplified, useful
  framework for focusing pedagogy on improved
  intellectual and social outcomes
• To provide parents and communities with a
  systematic, credible means for tracking students
  development and outcomes.

4
Conceptual Pivots
NEW BASICS
PRODUCTIVE PEDAGOGIES
RICH TASKS
5
The New Basics Organisers

• Life Pathways and social futures
• Who am I and where am I going?
• Multiliteracies and communications media
• How do I make sense of, and communicate with,
  the world?
• Active citizenship
• What are my rights and responsibilities in
  communities, cultures and economies?
• Environments and technologies
• How do I describe, analyse and shape the world
  around me?

6
The New Basics

• Life Pathways and social futures
• Who am I and where am I going?
• Living in and preparing for diverse family
  relationships
• Collaborating with peers and others
• Maintaining health and care of the self
• Learning about and preparing for new worlds of
  work
• Developing initiative and enterprise

7
The New Basics

• Multiliteracies and communications media
• How do I make sense of, and communicate with the
  world?
• Blending traditional and new communications media
• Making creative judgements and engaging in
  performance
• Communicating using language and intercultural
  understandings
• Mastering literacy and numeracy

8
The New Basics

• Active citizenship
• What are my rights and responsibilities in
  communities, cultures and economies?
• Interacting within local and global communities
• Operating within shifting cultural identities
• Understanding local and global economic forces
• Understanding the historical foundation of social
  movements and civic institutions

9
The New Basics

• Environments and technologies
• How do I describe, analyse and shape the world
  around me?
• Developing a scientific understanding of the
  world
• Working with design and engineering technologies
• Building and sustaining environments

10
Productive Pedagogies

• Four dimensions of practice
• intellectual quality
• connectedness
• supportive classroom environment
• recognition of difference
• The Queensland School Reform Longitudinal Study
  found that the presence of all four dimensions
  within a lesson will contribute to productive
  pedagogy.

11

• Problem-based curriculum
• Student direction
• Social support
• Academic Engagement
• Explicit criteria
• Self-regulation
• Cultural knowledges
• Inclusivity
• Narrative
• Group identity
• Active Citizenship

• Major Strategies
• Higher-order thinking
• Deep knowledge
• Deep understanding
• Substantive conversation
• Knowledge as problematic
• Metalanguage
• Knowledge integration
• Background knowledge
• Connectedness to the world

Intellectual Quality
Sup. Class Env.
Rec of Dif
Connectedness
12
Rich Tasks

• Have real-world value and use
• They are problem-based and have relevance and
  power in everyday life and new worlds of work.
• Draw on a repertoire of practices
• There is a broad range of cognitive and
  cultural, linguistic and social skills to be
  acquired developmentally.

13
Rich Tasks

• Range across operational fields and knowledge
• Are transdisciplinary.
• Are challenging
• Have significant intellectual, cognitive and
  developmental depth and breadth.

14
Rich Tasks

• There are three 3-year spans, Years 1 to 3,
  Years 4 to 6, and Years 7 to 9.
• For 20012003, there are five Rich Tasks for
  Years 13, seven for Years 46, and eight for
  Years 79.
• It is estimated that time allocated to Rich Tasks
  will be 4060 per cent of the school timetable

15
An Example of Rich Tasks

• Years 1-3 , Rich Task 4
• Read and Talk about Stories
• Students will view, read and listen to fiction
  stories presented in different media forms. They
  will analyse characters and settings and compare
  different stories and different media,
  incorporating their own experiences. They will
  present their ideas in a performance using a
  selected combination of words, visual images,
  music and drama.

16
An Example of Rich Tasks

• Years 4-6 , Rich Task 6
• Design, Make and Display a Product
• Students will design, or improve the design of,
  a purposeful product. They will make the product
  or a working model or prototype. As part of a
  public display promoting their product, they will
  flesh out a (restricted) marketing plan and
  explore the suitability of materials for mass
  manufacture.

17
An Example of Rich Tasks

• Years 7-9, Rich Task 2
• Improving Wellbeing in the Community
• Students will work with a local community to
  develop a plan for improving an aspect of the
  wellbeing of this community and then enact the
  plan, modifying it as necessary. They will
  evaluate the level of success they experience in
  enacting their plan and, where necessary,
  recommend future actions.

18
TEACHERS WORK BACKWARDS FROM WHOLE, EDUCATIONALLY
MEANINGFUL, VALUABLE TASKS BY USING THEIR
PROFESSIONAL JUDGMENT TO BREAK THESE DOWN INTO
SEQUENCES OF INSTRUCTION AROUND TARGETED
REPERTOIRES OF PRACTICE AND VARIOUS OPERATIONAL
FIELDS OF KNOWLEDGE
19
Schools will need to

• develop a curriculum profile of the school
• determine the timing for the tasks
• decide on the repertoires of practice to be
  taught
• audit curriculum coverage.

20
Further Information

• Assessment New Basics Branch
• Education House
• PO Box 33
• Brisbane Albert Street Qld 4002
• E-mail newbasics_at_qed.qld.gov.au
• Web http//education.qld.gov.au/corporate/newbasi
  cs