From the Deputy Principal
Over time, educators have recognised that the methods of schooling young people, adopted largely in the 19th century, are no longer truly fit for purpose in the 21st century. If we want our young people to thrive then a new paradigm is needed. We know that to succeed in this ever-changing world, students need to be able to think and act as entrepreneurs, to be resourceful, flexible, creative and global. At the same time, we want them also to have a clear sense of moral purpose and foster a close connection with their community.
Looking into the future is challenging. However, we must do so, as our current Early Learning and Reception students at Pulteney will be graduating in 2033 - 2035. How will the world be different?
The OECD Directorate for Education and Skills, Education 2030 Secretariat states:
“Globalisation, technological innovations, climate and demographic changes and other major trends are creating both new demands and opportunities that individuals and societies need to effectively respond to....there are increasing demands on schools to prepare students for more rapid economic and social change, for jobs that have not yet been created, for technologies that have not yet been invented and to solve social problems that have not been anticipated in the past.”
At Pulteney we understand that a successful education is much more than a set of good standardised (NAPLAN) test scores or an excellent ATAR at the conclusion of Year 12. A successful education can spark students’ imagination, inspire their passions and support them to develop the necessary intra and inter-personal skills to engage proactively, productively and positively in their world. Technology is an important educational tool in this paradigm.
As educators, it is important that we ignite in students, a natural curiosity and willingness to engage in activities associated with the use of technology. The challenge many schools face today is not only to cater for the needs of individual students but to prepare them for further study and work in a technological age. The expansion of information and communication technologies in schools is having a significant impact on the way we teach, on the way students learn and the way we all access and use information. Apart from Information Technology subjects themselves, it is all but impossible to teach subjects such as Art and Design, Science and Mathematics, English and History without access to technology both within and beyond the classroom. Our challenge is to make best use of technological devices in ways that are not only efficient, but more importantly, in ways that enhance learning and understanding. It is also important that we stay abreast of current developments and continue to investigate ways that technology can enhance the delivery of the curriculum for the benefit of our students.
Play is an essential part of early learning. It is the lifeblood of the learning process. As children play they are developing the cognitive, socio-emotional and physical skills they will need to be successful in adult life. Fab labs and digital maker programs can empower students to be designers, makers and creators. Design based learning actively engages students in the design, test and evaluate process. It is important our students have the opportunity to develop real world problem solving skills and have the opportunity to create and innovate through the use of technology. Whether it be through robotics, involving basic coding and programming, or 3D printers or laser cutters, it is vital our students learn by doing, collaborate and co create with their peers, educators and members of the wider community.
Our Teaching and Learning Committee (affectionately known by the acronym TLC) comprises of curriculum and wellbeing school leaders who understand the challenges that face our educators and students. The TLC work tirelessly to explore best teaching practice and continue to challenge the status quo with the view of discovering new ways of improving the teaching and learning experience for staff and students. I consider myself extremely fortunate to chair a committee that is resolute in its commitment to designing centres for learning, and a curriculum that meets the social, emotional, spiritual and physical wellbeing needs of our students so that they may prosper.