Integrated Learning – innovative pedagogy for cross-curricula inquiry. Traditional Custodians. I respectfully acknowledge the traditional custodians of this land where we meet today, the Cammeraygal people of the Guringai tribe of the nation.

Silkwood School is part of Kombumerri country and the wider region, which includes the Gold Coast, Scenic Rim and Logan regions.

At Silkwood School we have explored the notion that in order to protect and sustain the environment, people have to connect with it in physical and emotional ways, through direct experience. The respect and intuition our traditional owners have for the land and the interconnectedness of all elements is an inspiration for us. By getting in touch with our local indigenous communities we hope to inspire young people build deeper connections to themselves, others and their local environments in meaningful and authentic ways.

Learning Intention. This interactive workshop will explore how integrated learning can deliver the Australian Curriculum to students in cross-curricula ways that keep enthusiasm and curiosity for learning alive. How to: ➢ Work through interdisciplinary modalities - incorporating cross-curriculum priorities and general capabilities; ➢ Create learning opportunities that are developmental and differentiated, authentically contextualised and individualised; ➢ Negotiate the creation of meaningful and relevant learning artefacts that can be mapped to achievement objectives across various curriculum strands; ➢ Integrate inquiry and project-based learning principles; ➢ Focus on creative and critical thinking processes to intentionally enhance each student’s learning adventure; ➢ Reflect on student engagement through learning process.

Check In: Is there anything else you were expecting from today, that’s not listed here? Silkwood School Vision Statements. School Vision A community supporting young people to realise their potential; forever learning, forever teaching, in the service of humanity.

School Mission To provide a unique learning environment offering a student-centred and developmental educational approach with a focus on the processes of learning how to learn.

Through meaningful student engagement in learning, we aspire to develop interpersonal, reflective, physical, and cognitive competencies empowering young people to lead purposeful and fulfilling lives… this is The Silkwood Way!

School Motto What is the spirit of Silkwood? Be Inspiring. Get Connected. Make a Difference. Individualisation of Learning. “We learn best when we care about what we are doing, when we have choices. We learn best when the work has meaning to us, when it matters. We learn best when we are using our hands and our minds. We learn best when the work we are doing is real and relevant.” Dennis Littky, The Big Picture: Education is Everyone’s Business

Silkwood is a Big Picture Academy - this means that: - Students work in a spirit of inquiry, not just learning specific subjects; - Students are encouraged to follow their passions and interests; - Students explore opportunities, find mentors and get connected to the community; - Project Based Learning is a feature of the program; - Learning is differentiated - one person at a time; - The Academy is small by design, to get high-level personalisation of learning.

Years 9-12 students are enrolled in the Big Picture Academy. The Australian Curriculum is integrated. Students have Individual Learning Plans and project plans to set goals and track their progress. They exhibit their learning journey each semester. https://youtu.be/uZVxlsTX4QY Sample Timetable – Years 9-10.

2017 Timetable Year 9/10 Year 9 Students- 30 + 1 A/S Year 10 Students - 34 Time Monday Tuesday Wednesday Thursday Friday 8.30 – 9.15 Group Advisory 8.30 – 9am Maths / English Maths / English Maths / English Group Advisory 8.30 – 9am Personal Project Personal Project 9.15 – 10.00 English / Maths English / Maths English / Maths

10.00 – 10.20 Break Break Break Break Break 10.20 – 12.20 Personal Project Integrated Unit Integrated Unit Integrated Unit Personal Project

12.20 – 1.00 Break Break Break Break Break 1.00 – 1.30 Personal Project Maths/English Town Hall English / Maths Personal Project Experiential 1.30 – 3.10 HPE Experiential Experiential Visual Arts / Performing Arts / STEAM/SEED/CCL CCL 3.10 – 3.15 Classroom clean-up Classroom clean-up Classroom clean-up Classroom clean-up Classroom clean-up 3.25 – 3.35 Drop off Drop off Drop off Drop off Drop off

Integrated Learning Frame. The goal of our Integrated frame is to foster a ‘love of learning’, expand student interests and deepen knowledge by introducing new curriculum content in ways that generate curiosity, enjoyment, and enthusiasm for learning. Concepts from the Australian Curriculum are contextualised in developmentally themed, student-centred ways. Using learning approaches that include: • interdisciplinary, • integrated themed units of work, • active learning styles, • inquiry and project based learning

These units or projects vary in length and engage students for an extended time most days. They culminate in student- led or created assessment pieces that demonstrates an understanding of the concepts taught & engagement in the content.

Indigenous Science – they came, they saw, they sustained. The Flight of the Boomerang https://vimeo.com/87139018 Developmental Stage. (Age 14-16, Years 9-10) At this stage of development, teens are becoming more comfortable in their own skin and know the ropes as to the life around them. They’ve learned much about themselves in the past few years and are able to see when they are at their best and when they are at their worst. You begin to get a glimpse of the adult they may become.

Associated with this comes a healthy and valuable idealism which, if not nurtured, can quickly descend into cynicism and, combined with the extreme sensitivity of this age-group can make for great vulnerability. Young people at this time are looking for role models and need to be surrounded by positive, compassionate mentors who can connect meaningfully with them and offer experience, wisdom and inspiration. This is a time of moral and ethical exploration for them - in their interactions and relationships, their media and their world.

In transitioning to late adolescence, the teen’s ways of thinking about self, others and the world, shifts to a much more adult level. There is still a focus on things that can be experienced in the here and now, however a sixteen-year old is able to imagine the range of possibilities life holds. Year 9 Integrated Units

Australian Curriculum Integration Explorations: https://www.australiancurriculum.edu.au/reso urces/curriculum-connections/ Year 10 Integrated Units Integrated Learning - General Capabilities / Cross-Curriculum Priorities.

Essentially, indigenous engagement is much more than a curriculum priority. It’s all about building meaningful connections and deeper understandings to self, others and place through authentic, purposeful and integrated learning modes & experiences. Sustainability – Systems Model.

This holistic view of the ‘environment’ is a reflection of what is called ‘systems thinking’ – a way of thinking that sees all aspects of the world inter- related through patterns of interdependent systems. http://www.unesco.org/education/tlsf/mods/theme_ a/mod04.html?panel=1#top Sustainable development has been defined as development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Indigenous Social Justice. (Integrated Unit) Silkwood School authentically embeds Aboriginal and Torres Strait Islander peoples, cultures and histories into learning spaces and initiatives. For example, Year 9 students undertake an integrated unit study titled: Indigenous Social Justice – Resistance, Rights and Recognition. Reconciliation involves building positive, respectful relationships between the broader Australian community and Aboriginal and Torres Strait Islander peoples for the benefit of all Australians. It is a fact that Aboriginal and Torres Strait Islander peoples continue to be overrepresented in every negative socio- economic indicator. Students explore the four social justice principles of equity, access, participation and rights through a case study approach. They investigate the complexities of ’s history for Aboriginal and Torres Strait Islander peoples through cultural engagement, research, dialogue, collaboration and creative expression.

Ignite Course – Online platform for students to access course content (intranet) Australian Curriculum Connections – Linking / Embedding Weekly Planner – Unit and Daily Plans created

Embedding – Pedagogy in Action.

https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510 073/8-Aboriginal-ways-of-learning-factsheet.pdf http://8ways.wikispaces.com/ • Tell a Story • Make a Plan • Think and Do • Create It • Take it Outside • Try a New Way • Watch, then Do • Share it with Others Cultural Etiquette - Key Points. • Welcome and/or Acknowledgement of Country (refer student examples) • Make it visible! Look for opportunities to increase A&TSI visibility in your school and community. • Community Connections – building mutually beneficial relationships founded on respect and trust. • Sharing stories and taking the time to find out who people are from and where they belong. Learn local language! • Including indigenous community members in decision making that impacts them and/or where cultural value is a priority. • Exploring ways to break down barriers and build connections – sharing meals, having a yarn, co-creating, taking the time to form relationships. • Authentically embedding Aboriginal and Torres Strait Islander Peoples, Cultures and Histories into learning spaces and initiatives. • Building your connection to self, others, place through Aboriginal ways of knowing, being and learning.

It’s all about Connection!

http://www.pullenvaeec.eq.edu.au/#!/pedagogy/underpinning-ideas/nesting-model Tell a Story. Lore and Law. Narrative is fundamental to our diverse capacities to remember, to provide an account of self, and to represent our actions, motivations and place in society. Storytelling is concerned with central aspects of the human condition – commitments and personal agency; motivations and emotions; collective experiences and cultural histories and myths. As such it is concerned with relationships between people, their activities within particular places and the ethics that arise in these specific relationships. (Renshaw & Tooth, 2009; 2016)

Culturally, Aboriginal people learn about lore and law through stories. Every song-line and story has a learning purpose to help understand the land, each other and all connections. For example when we first meet someone else, we establish relationship through our connection to our mob and where we’re from. Once relationship is established, we progress with all business and interactions. (Linda Biumaiwai, 2017)

What’s your story? Who are you? (Connectedness, people, place, identity) (Partner discussion – could be speed dating style: two concentric circles) Who’s your mob? Where do you come from? Who makes up your family? MEETING PLACE We gather here to share our stories and learn from, and with each other. Authentic Inquiry. (Arts, Media, History, Language) The majority of Australians have grown up with a very one-sided history of our nation. From white settlement to today, that account has mostly been viewed from a single perspective. Through exploring Social Justice principles and using various lines of inquiry, students will incorporate a historical narrative to include the experience and history of Australia’s Indigenous community. There’s always more than one way to look at a story… Looking through a different lens – Higher Order Thinking • Documentary Analysis – Recalls, Insights, Questions • Historical Event and Timeline Inquiry – Questioning and Reasoning • Recognise Campaign – Analysis – Pros, Cons, Questions • Vocabulary Building – Language of social justice in indigenous context

‘’ by Bangarra Dance Theatre Experience: • Community engagement – historical narrative told through dance & theatre; • Language Arts, Performing Arts – how to interact with theatre reviews, how to view theatre and write in review format’; • Meaningful context – completed review sent to Bangarra Dance Theatre to reflect teen experience of performance narrative (authenticity).

Social Justice Principles. (Civics & Citizenship) Social Justice means that the rights of all people in our community are considered in a fair and equitable manner. While equal opportunity targets everyone in the community, social justice targets the marginalised and disadvantaged groups of people in our society. Public policies should ensure that all people have equal access to health care services. People living in isolated communities should have the same access to clean water and sanitation as a person living in an urban area. People of a low socioeconomic background should receive the same quality health services that a person in a higher socioeconomic income receives. Information designed to educate the community must be provided in languages that the community can understand. A focus on social justice aims to to reduce the level of health inequalities in Australia. The four principles of social justice are access, equity, rights, and participation. • Access - (greater equality of access to goods and services) • Equity - (overcoming unfairness caused by unequal access to economic resources & power) • Rights - (equal effective legal, industrial and political rights) • Participation - (expanded opportunities for real participation in the decisions which govern peoples' lives).

- Social Justice Scenarios Activity – Principles in Action - Reconciliation Conversations – Reflective Inquiry

Using Conversation Cards. (Language, Intercultural) Meet and Greet Pathway Card selection: Random choice. Activity: Place the cards in a line on the floor as people enter an event. Ask everyone to form two lines on either side, facing someone else. Pair up, look down and choose the nearest card. Invite the pairs to introduce themselves to their partner; find out who they are, where they are from, why they are here and ask the question: – ‘What does your card mean to you? What did you see, think and wonder?’

Concentric Circles Card selection: Spread, scan and select or random choice. Activity: For this activity everyone holds a card and forms two concentric circles. Each person from the inner circle pairs up with a person from the outer circle. Ask the group to introduce themselves, and then have a conversation based on the following questions: – ‘What do you think your card is about?’ ‘What does it mean to you?’ – What do you think it means for your organisation, business, community or family?’'

Exploring conversations and applications further: https://www.youtube.com/watch?v=-_sFoW7egV0 https://d3c65z3ia2kwse.cloudfront.net/wp- content/uploads/2014/11/07105900/Ideas-bank-Talking-up-our- Strengths.pdf Working with Aboriginal community members to create a yarning circle / meeting area incorporating a ‘Gunya’ shelter. Take it Outside. (Health and Physical Education) Traditional Indigenous Games Traditional Aboriginal and Torres Strait Islander games were almost lost after colonisation. Today extensive consultation with indigenous elders is necessary to re-establish the traditional indigenous games and their rules. Accreditation to teach TIGs is available through Get Active Queensland. Full ‘Yulunga’ Traditional Indigenous Games Resource online: http://www.ausport.gov.au/participating/resources/indigenous/full_resource

Benefits of Traditional Indigenous games Benefits of bringing Traditional Indigenous games back to life include: • bringing-together of Indigenous and non-Indigenous people; • help reconnect urban Indigenous youth to their culture; • breaking down social and cultural barriers; • promote reconciliation; • provide essential training in social interaction; • enhance physical health. Let’s take it outside and play a game using protocols and Aboriginal ways of learning!

Create It, Communicate It. (Visual Arts / Sustainability) Communicating Connection At Silkwood we like to use Aboriginal Ways of learning as inspiration and guidance for telling our own stories. For example, we could use indigenous symbols to communicate our connection to a significant place here at Silkwood that is special to us (self), or as a group (others). Glossy Black Cockatoo (Baleirei) Aboriginal people are born into the responsibility to care for country, today and with future generations. Totems link Aboriginal people to the land and show them how to protect, acknowledge and respect people, plants, animals and landscapes. Using one of Silkwood’s totem animals as inspiration - the endangered and protected Glossy Black Cockatoo - your task is to create a message feather using Aboriginal symbols & your own creativity to communicate your connection to your purpose, to this shared place and people within it.

Building Connections. (Personal/Social Capability, Intercultural ) • What purpose do you have in connecting to and caring for self, others and place? • What is your connection to your purpose and gathering in this place of learning ? • What is it that you want others to see in how you represent your connection? • What’s your role in connecting self, others and community to Aboriginal and Torres Strait Islander peoples, cultures and histories? • How is your identity reflected through your teaching and learning principles/practices?

Karulbo – Altogether. You are a connector and with these feathers we are representing that working cross-culturally in authentic and mutually beneficial ways brings us together. Together we are better.

What is the ‘Why?’ Mobo Jarjums – Tomorrow’s Children My Story, Your Story, Our Story.

Our stories are all different, Our stories intersect, Our stories build connections, Our stories are here, Our stories are valued. Share with Others - Expand Pedagogy. Connecting to Country through Totems We have developed a ‘Connecting to Country through Totems’ learning program, which is based on current research on Pedagogy of Place, Aboriginal Ways of Learning and Kids Teaching Kids methodology. From Prep to Year 12, teaching and learning initiatives focus on connecting to Self (personal wellbeing & identity), Others (strong social and cultural relationships), Place (nature and the wider community of life). Students learn how to become custodians and develop respect for the land and how it sustains us. Learning in action: https://www.youtube.com/watch?v=SmNZh0pSOqY

Kids Teaching Kids (KTK) At Silkwood, kids teach kids how to connect with sustainability and their environment. They conduct research, find community mentors and create interactive workshops & fun learning experiences to run for other kids - including from other schools. Games, drama, art, film, experiments, stories & music are used as learning tools. One of our student- created KTK workshops can be seen here: https://vimeo.com/88201690 Silkwood High School and Mudgeeraba Special School Buddies. ‘Kids Teaching Kids’ – Peer-to-Peer Learning in Integrated Contexts. Celebrate the Journey - Community Silkwood Dreaming Festival Silkwood School has as part of its school culture, seasonal festivals for the whole school community. Our Silkwood Dreaming Festival is run in Term 3 every year and is a whole school celebration of Aboriginal and Torres Strait Islander peoples, histories and cultures. https://vimeo.com/189579464 Every class integrates local indigenous studies and cultural engagement into their learning program throughout the term leading up to the festival celebration, including ‘Connecting to Country through Totems’ activities, Traditional Indigenous Games, Music, Arts – visual and performing, Bush Tucker Fusion Cooking; Craft, English, Science, Maths, History, Geography and Sustainable Environmental Education. This festival is a culmination of all their work and creativity. Indigenous community members are involved, both locally and nationally.

Learning is an Adventure. INNOVATIVE PEDAGOGIES CAN BE ADVENTUROUS

Uncertainty – students (and sometimes instructors) are not entirely sure where this is going. Agency – students have power to share what is learned and how it’s learned. Authenticity – students are engaged in real world inquiry – and linked to befores and afters. Mastery - gain depth of knowledge skills and judgment.

Adventurous learning aims to maximise participation and learning in a world that is constantly changing – a world of ambiguity and uncertainty in which we can be agents of change rather than passive recipients of dominant forms of knowledge and social norms. As educators we have a clear outcome: to do our best to engage with students in the present, so that they develop the attributes and skills needed to flourish as individuals, and participate fully, within a civil and just society. https://www.amazon.com/Adventurous-Learning-Pedagogy-Changing-World/dp/1138831662 Key Summary Points. • Start with the ‘why’ – establish purpose. • Make connections and links visible! Highlight interconnectedness. • Meaningful, authentic, purposeful engagement vs. tokenistic, occasional consideration. Learning is dynamic. • Connect to self, others, place. Build relationships with local communities. Develop cultural diversity. • Work with principles of mentorship and collaboration – network, create and share – especially stories. • Students as teachers and leaders. • Consider indigenous ways of learning, knowing and being in the world. • Look for opportunities to embed cross-curricula learning opportunities in creative & integrated ways - interactive, lived experience, projects, individual interest. • Innovative Pedagogies – Adventurous Learning • Attitude – focus on what you CAN DO, not on what you can’t. • Find opportunities to celebrate integrated and cross-curricula learning successes and your school’s progress.

Four Rs for working with young people: Keep it REAL, RELEVANT, RESPONSIVE AND RELATIONAL Mark McCrindle What is our purpose?

Mobo Jarjums – Tomorrow’s Children. Contacts: Kalindi Brennan Silkwood School

High School Advisor Syndicate Learning Manager Integrated Learning Specialist Sustainable Environmental Education Leader Ibaia Kervella – Year 10 artist Indigenous Cultural Integration Leader

[email protected] 0414 957275

LinkedIn: https://au.linkedin.com/in/kalindi-brennan-03a734135