CED4260 Module One: 'Building good schools' -Sarah Farquhar

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CED4260 Module One: 'Building good schools' -Sarah Farquhar by Mind Map: CED4260  Module One: 'Building good schools'    -Sarah Farquhar

1. What makes a good school?

1.1. Community:

1.1.1. Communication with parents and the wider community.

1.1.2. Inclusion of community members for school based events.

1.1.3. Church Community.

1.1.4. Creating a sense of belonging.

1.1.5. Safe, wanted and respected.

1.2. Values and Beliefs:

1.2.1. Catholic Schools:

1.2.2. Encouraging students: -To follow the values of the school. The school's ethos and their commitment to show they are obeying their Catholic Mission.

1.2.3. Public Schools: Model the schools values to set a good example.

1.3. Relationships between the teachers/staff/parents at the school:

1.3.1. Strong, collaborative relationships between staff members.

1.3.2. Strong parent relationships and regular communication.

1.3.3. Regular staff meetings/ parent meetings to keep all members informed.

1.4. Caters for diversity:

1.4.1. Including all students: -ASL/ASD Learners. -Indigenous Students.

1.4.2. Everyone has a right to have an education.

1.5. Outstanding social climate or ethos:

1.5.1. People matter Treated with respect, living through the eyes of God.

1.6. Overall: Good teachers, make a good school.

1.6.1. Good principals contribute too.

2. Schools and choices in Australia

2.1. School sectors:

2.1.1. 1. Government

2.1.2. 2. Private

2.1.3. 3. Independent

2.1.4. What do these three different school sectors have in common? Curriculum: -National Curriculum and Western Australian Modified Curriculum (SCASA) -Accountability to Governemnt -Legislation requirements

2.1.5. Differences between the three school sectors: -Sources of funding. -Methods of employment. -Additional accountability.

2.2. Sectors and funding:

2.2.1. -Catholic schools in WA, government funding is paid to the Catholic Education Office. -In WA some Catholic schools only recieve 30% of their costs through the CEO. - Parents pay 70% For relevant information visit: Funding - National Catholic Education Commission (NCEC): Australia's Peak Catholic Education Body

2.2.2. -Public schools are funded by the State Government, not by the Commonwealth government. Special needs is not neglected.

2.3. In WA about 30%of school students attend schools other than government/public schools.

3. Background for the story

3.1. -Before the Industrial Revolution (England 1700s):

3.1.1. Boys: -Worked with their fathers. -Bootmakers and Blacksmiths were common. -No need for education.

3.1.2. Girls: -Girls learnt household skills, their future was marriage and children.

3.2. -Education was only for the wealthy. -Maintained the division of the different classes in society.

3.3. Change came with the Industrial Revolution:

3.3.1. Factories, trade and merchants, shipbuilders, banks (needed staff that could read and write). -Schools began to be established in towns and villages for boys to teach them ‘the three Rs’ – ‘reading, writing and ‘rithmetic’.


3.4.1. Colonial (‘government’) schools: - ‘Classical School for Boys’ was opened in 1838, in the court house (Not successful). -The colonial government used convicts to build the first school (Boys only) in Perth (St George's TCE.

4. Gonski Report (The Australian Financial Review, 3 September, 2012)

4.1. Student Performance has declined over the last decade.

4.2. Performance gap between high/low performing students.

4.3. Last couple of weeks it has been settled, - School's Resourcing Standard 2018

4.3.1. - Primary $10.953 per student

4.3.2. -Secondary $13.764 per student

4.4. Key recommendations:

4.4.1. - Significantly increased funding is needed ($5 billion). -Levels of disadvantage (top up funding). -Calculated amount for each individual student. - A new schooling resource standard (SRS).

5. Learning Resources folder

5.1. Education in Western Australia:

5.1.1. Australia in 1829. -Anyone could open a school. -It would stay open if they attracted students.

5.1.2. -Education was only for the wealthy. -Females were very limited to an education.

5.2. Why parents choose private or public schools:

5.2.1. -Reasons parents chose Catholic Schools: Discipline Religious values School uniforms

5.3. Signposts - encouragement & enthusiasm:

5.3.1. 1. Teachers can have profound and long-lasting impacts on students.

5.3.2. 2. Effective teachers require enthusiasm and an ability to encourage children.

5.3.3. 3. Only those who are brave should teach

5.4. Catholic identity a priority for Helen:

5.4.1. A passionate woman who outlines her connection to God and love for children and schools.

5.5. 2012 national awards for outstanding teaching and school leadership:

5.5.1. -Culture of innovation, unleashing potential to make a difference.

5.5.2. -Students feel like they can achieve they are motivated and excited about their learning.

5.5.3. -Involving colleagues, parents, staff in a positive and rewarding school environment.

5.5.4. -Fun, realistic and engaging learning. -Help young people find a pathway in and throughout their lives.

6. Teachers need to be:

6.1. Warm.

6.2. Understanding.

6.3. Organised.

6.4. Passionate about teaching children.

6.5. Proactive.

6.6. Motivated and enthusiastic.

6.7. Commited.

6.8. Inclusive and understand all students' different needs.

6.9. Strong ability to cater for diversity/differentiate.

6.10. Models the core beliefs and values of the school.

6.11. Strong relationships

6.11.1. Parents

6.11.2. Students

6.11.3. Staff

7. Gonski 2.0


7.1.1. -Base (Top up funding for disadvantaged areas) -Remoteness -English Language Proficiency -Disability - Indignity

8. Are Catholic Schools effective?

8.1. Obeying their Catholic Mission

8.1.1. Implementing the most effective RE program. -Bishop's Mandate.

8.2. You are effective if you are accomplish what you set out to achieve (Flynn, 1985).

8.2.1. - Acknowledging exactly what the school is trying to achieve.

8.3. Process to being effective:

8.3.1. -How you teach/educate students using the a quality Curriculum.

8.4. Quality planning, teaching, assessment. How we teach through engaging learning experiences.

8.5. Formal: National Curriculum (teaching in the classroom):

8.5.1. Informal Curriculum: The life of the school. Interactions, pastoral care, dealing with issues, collaborating.

8.6. Designed by teachers for the full Christian development of students.

8.7. Catholic schools are effective!

8.7.1. How: they make a difference through education and through following GOD. Through culture we build up meaning and relationships for people. It enriches the lives of people who have faith in God.

9. What does 'educate' mean? (Flynn, 1985)

9.1. There are three different meanings of the word 'educate' according to Flynn. 1. Transmission: 2. Transaction: 3.Transformation

9.1.1. Transmission: -Passing on our cultures' knowledge and learning about the knowledge and skills students need to have.

9.1.2. Transition: -Primary Connections & Scootle -Teacher uses resources -Students interact with the Australian Curriculum.

9.1.3. Transformation: -Development of the whole person. -Knowledge of the world. -Knowledge of the Curriculum.

9.2. -Pass on knowledge.

9.2.1. -Encourage people on their learning journey.

9.3. Catholic schools commit to the development of the WHOLE person.

9.3.1. Embraces all dimensions of the person.

9.4. Catholic schools give a unique meaning to education.

9.4.1. The way of considering what we need by the development of the whole person. Humans are 4 dimensional -head, heart hands and spirit.

10. Culture

10.1. Not all Catholic schools have the same culture, however they all share one common element.

10.1.1. FAITH IN GOD.

10.2. Culture allows people to feel good about what they do.

10.2.1. Creates a sense of belonging.

10.3. Culture has expectations of how people should act.

10.3.1. It promotes freedom as it removes anxiety.


10.5. A transmitted pattern of learning (Flynn).

10.5.1. It provides stability which enhances learning.

10.6. The shared values and behaviours which bond a community together.

10.7. The way we do things around here and why.

10.8. The culture of a Catholic school expresses:

10.8.1. - Core beliefs.

10.8.2. -Values.

10.8.3. -Symbols.

10.8.4. -Patterns and behaviour.

10.8.5. Rituals.

10.8.6. Provides meaning to the school and community.

10.8.7. -Traditions.

10.9. Belief in Jesus and God (Building a strong faith). -Catholic beliefs and values.