A Case Study of Curriculum Innovation for Global Capacities: One Response to the Call of the Twenty-First Century
This case study presents a twenty-first century, skill-oriented curriculum innovation developed at a non-selective, 120 year old, independent secondary boys’ school located in Perth, Western Australia. This chapter examines two elements of the innovative
- PDF / 320,997 Bytes
- 17 Pages / 439.37 x 666.14 pts Page_size
- 77 Downloads / 166 Views
A Case Study of Curriculum Innovation for Global Capacities: One Response to the Call of the Twenty-First Century Clayton Massey
Abstract This case study presents a twenty-first century, skill-oriented curriculum innovation developed at a non-selective, 120 year old, independent secondary boys’ school located in Perth, Western Australia. This chapter examines two elements of the innovative instructional approach known as The Personal Learning Program. These elements are the ‘project’ and the ‘challenge’. The ‘project’ and the ‘challenge’ are part of a skill-based curriculum model designed to equip students with the requisite global capacities for success in twenty-first century life. The aim was to create a blueprint for twenty-first century skill-based instruction. The case study affirms research on how twenty-first century skills enhance student learning and engages all stakeholders. The Personal Learning Program challenges the conventional wisdom about the construction of learning opportunities, learning preference and skill development. The case study presents a new way of considering global capabilities, their development and acquisition. Through The Personal Learning Program the case study presents a new methodology for a constructivist-oriented, twenty-first century secondary curriculum, aimed at improving the educational engagement in the early years of secondary education. The study offers direction for schools and systems looking towards developing an inter-disciplinary, global skills focus through curriculum and classroom learning practices.
Background In Australia, the first decade of the twenty-first century has brought change in three wide-ranging forms. The first is in the area of teaching and classroom practice, largely influenced through rapid advances in learning technology. The second area of change is in skill development, driven by a focus on global learning capabilities rather than subject-specific knowledge. The third element is an emerging educational reform agenda promoting explicit and direct instruction, a methodology at C. Massey (*) University of Western Australia, Crawley, Australia e-mail: [email protected] © Springer Science+Business Media Singapore 2017 S. Choo et al. (eds.), Educating for the 21st Century, DOI 10.1007/978-981-10-1673-8_18
343
344
C. Massey
odds with globalised, skill-based, learning approaches. This case study presents a twenty-first century, skill-oriented curriculum innovation developed by the author at Guildford Grammar School, a non-selective, 120 year old, independent secondary boys’ school with a population of 800 students, located in Perth, Western Australia. This chapter will examine two elements of the innovative instructional approach known as The Personal Learning Program. These elements are the ‘project’ and the ‘challenge’. The ‘project’ and the ‘challenge’ are part of a skill-based curriculum model designed to equip students with the requisite global capacities for success in twentyfirst century life. The aim was to create a blueprint fo
Data Loading...
