Western%20Cape%20College%20Excellence%20in%20Indigenous%20Education%20In%20the%20Deep%20End

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Western Cape CollegeExcellence in Indigenous
EducationIn the Deep End
www.westerncapecollege.com
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In the Deep End
1. embedding the demonstration of depth
of knowledge and understanding in the
primary curriculum and 2. developing a
transdisciplinary approach to curriculum
development and delivery in the upper middle
school (Years 7 to 9), whilst retaining the
desired depth of knowledge and understanding.
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2 Models for Completion of Rich Tasks
Second Suite Years 4 to 7 Rich Task 66 Design,
Make and Display a Product Third Suite Years 7
to10 Rich Task 93 Built Environment Designing a
Structure
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Context

• Four Campuses One College

Aurukun p10 260 students
Weipa p12 785 students
Mapoon p6 49 students
Napranum p6 46 students
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Model 1 Suite 1 and Suite 2 (Years 1 to
6) Teachers as Transdisciplinary Agents

• based on the typical primary school structure
• out of their depth
• required specialist teachers/ community members
• Horizontal and Vertical teacher teams.
  (logistical nightmare)

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Rich Task 66 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 manufacture.

• High- quality performance is evidenced by
• Logical, comprehensible and considered design
  (for model, marketing and display) that shows
  initiative and that highlights important aspects
  of the product with respect to purpose,
  materials, process and potential
• Incorporation of aesthetic and persuasive
  elements into the model, marketing plan and
  display.
• Refined application of technical processes and
  skills to the production of a well constructed
  model and display.

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Consult/research/ invent to select product (or
improvement) with a meaningful purpose.
Research Manufacturing processes Real World
Marketing models
Manual Arts Teachers Local manufacturers Western
Cape Artists
Senior Graphics Teachers
preferred option for process and materials for
manufacture
Produce a design of the product..
Prepare a marketing plan.
Senior English Teachers Marketing Specialists
Construct working prototype or model in polished
form.
Present a unified, static display promoting the
product to manufacturers, backers and consumers
Business teachers, Local Business Owners, Senior
Guidance Officers
Parents Manual Arts Teachers
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Model 2 Third Suite Years 7 to 9
Teachers as Lead Agents
The Lead Agent teacher assigned a Rich Task
The Lead Agent subcontracts' out various
components of the Rich Tasks to other subject
areas Horizontal and Vertical Teams
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The Built Environment Designing a Structure
Students will identify a clients needs and take
these and other factors into account in preparing
a design brief for a structure. They will design
an environmentally sensitive and aesthetic
structure to fulfil this brief and communicate
the design through sketches, plans and models.
They will give due consideration to structure and
materials, quantities and costs.
High-quality performance is evidenced by
faithful interpretation of client needs via
comprehensive and well-organised job
specifications. cogent rationalisation in a
design brief of environmental sustainability,
aesthetic appeal, cultural appropriateness,
financial viability and social significance, via
the discourse of architecture. vivid ideation
in conceptualising a structure for a selected
site.
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Environment and Technology, Science
Specialists Civil Engineers
Research Needs/purpose Constraints (including
budget) Considerations (eg. Climate) Construction
methods Materials
School grounds projects Parents and Citizens
Association Principal
Environmental Impact Study Sun Study
Visual Art Specialist Architects
Graphics and Design Specialists
Prepare a written design brief.
Display concept sketches and plans
Building Companies Maths Teachers Commerce
teachers
Quantity survey Cost estimate
Display Sketches/ models Plans
Engineers Tradesman Manual Arts Teachers
Computing and Business staff
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Professional Learning Community
Teacher Actions Recognised that this was a new
approach to teaching and learning Cooperative
approach to curriculum development and delivery
no dumbing down of task Accountabilities and
achievable goals Ownership of the curriculum
reform- teacher as curriculum leaders Fully
engaged in the moderation process Public
promotion of the reforms
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Administration Actions Total commitment to New
Basics Designed systems and structures
Responsive and appropriate resource allocation
Clear accountabilities Responsive to the needs
of staff Positive public promotion of the New
Basics Commitment to a Supportive School
Environment Curriculum website
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Where to from here in Cape York?

• Cape New Basics Curriculum
• Professional Learning Community in the Cape
• Alliance of Community Schools
• Cape Cultural Heritage Outdoor Education