Sacred Heart
College
Redesigning Learning @SHC so that it reflects the life our Girls will live
Case for Change
Today’s learners are the most formally educated generation in history. They are starting education younger
and are projected to stay in education for longer. When Generation Z learners leave education they are
predicted to have 17 employers across 5 separate careers, working in jobs that don’t currently exist (AITSL
2016).
Times have changed yet our students learn within a system of education devised for the industrial age
where success in what was a slowly changing world came from being able to do well what you were taught
to do. This is the world of the past and it will gradually cease to exist (David Edwards-Harvard). It is being
replaced by a knowledge age (1) where success in this rapidly changing new world of the future depends on
being able to do well what you were not taught to do (Seymour Papert).
This new world environment is characterised by:
Future jobs, new and focussed on digital specialisation and technical skills
Changing jobs, similar to current jobs but with new activities focussed on high personal contact
(‘high touch’), high levels of care and high levels of tech
Fading jobs, which will, in time, be replaced by automation
There are predictions that state new jobs in Australia will outnumber job losses at a rate of 10 to 1
(The Future of Work – Setting Kids up for Success 2016).
To participate and lead in this new world environment will require our girls to develop hard specialist
knowledge skills like Science, Technology, Engineering and Maths, plus Entrepreneurship, Art and Design
and soft people skills like thinking critically, communicating clearly, working collaboratively, embracing
culture, developing creativity and utilising connectivity. The in-demand jobs will be mixing high tech,
personal contact (‘touch’) and care activities; a mix of both digital and soft personal skills. The jobs
themselves will be flexible, entrepreneurial and dynamic (The Future of Work – Setting Kids up for Success 2016).
To be successful educators in this new world environment will require:
A shift from Teaching to Learning
A realisation that in a world that is constantly changing there is no one subject or set of subjects
that will serve our young people for the foreseeable future, let alone for the rest of their lives
A process that engenders and reinforces wanting to learn more (Seyour Sarason)
A move from training students to sit, listen, behave and await instructions
1
BELIEFS
Our Catholic beliefs compel us to provide an education which:
Honours the sacred dignity of each person
Searches for truth – continuously critiquing, questioning, inquiring, imagining and reimagining
themselves and their world in an ongoing engagement with Catholic beliefs and practices
Embraces difference and diversity
Builds a culture of learning together – through collaboration, partnerships and life giving relation
ships which enable all to flourish
Engages with the Deep Questions of Life – constantly opening up spaces of meaning which engage
Catholic faith with what matters most in the minds and hearts of the students
Is committed to achieving the highest standards possible – based on reflective practice, using data,
research and evidence to ensure progress and growth in learning
Makes a difference in the world (Horizons of Hope 2016)
Our Mercy Tradition of education was born out of Catherine McAuley’s quest to address injustice and to
empower young women and she did this by seeking the system of education that best reflected the signs of
the time.
1. The Knowledge Age or Innovation Driven Age: In the latter half of the twentieth century we witnessed the birth of the Information
Age which has allowed rapid global communications and networking to shape modern society. Communications around the globe
are now instantaneous through a multitude of channels with access to information on any subject only one click of a button away.
The Knowledge Age is now upon us. In this era the emphasis is on knowing how to use the relevant information in a digestible,
implementable form. It has never been truer that it’s not what you know it’s what you do with what you know. A good depth of
knowledge, enables asking the right questions, to get the right decisions, to take the right actions and then – get the desired results.
Source: http://www.actioncoach.com/living-in-the-knowledge-age?pressid=1325
2
Signals and Signs that support the Case For Change
With this as our backdrop the following ‘signs/signals’ compel Catholic educators to redesign learning so
that our students can thrive in a rapidly evolving, technology-mediated, globally connected world.
1.
24%
of teens go
online constantly
The Knowledge Age
Our Young People live in a Changing World characterised by:
Sustainability/Environmental Management/Energy Supply
Freedom of movement/open borders/refugee migration
Ageing population/Euthanasia
Genetic Engineering
Corporate Giants – New bigger and more influential than some countries
The destabilisation of organised Religions
Corruption and international crime
One world Government/Citizen participatory democracy
Pandemics
Artificial Intelligence
3
2.
75%
have access to a
smart phone
Technology
Emerging technologies are fundamentally changing the way we work, learn, socialise and live. 24% of
teens go online constantly, 75% have access to a smart phone. We live in a world that now relies on
and continuously engages with:
Cloud services
Peer-to-peer technology
The internet of things
The internet of people
Big Data
Immersive Communication
Social networks
Positive and negative online interaction and the ability to discern between the two
3.
58%
are in full time work
4 months
after graduating
Further Education
At present the average cost of a 3 year undergraduate degree is $26,298 and only 65% of university
students graduates, and 58% of Certificate 111 or higher graduates, are in full-time work four months
after graduating.
4
4.
40%
of the workforce
5 mi
million jobs
will be replaced
by computers by 2035
Work
The Information Age has had a profound effect on work resulting in:
Job shift
Almost 5 million Australian Jobs (40% of the workforce) will be replaced by computers by 2035 (The
Committee for Economic Development of Australia 2015).
60% of young people are currently studying for jobs that will be radically altered by automation.
Automation and globalisation have reduced entry level jobs.
Knowledge and skill based professions – many IT functions are performed overseas; Accounting has
already experienced massive automation; the legal sector will begin radically transforming by 2020;
automation is occurring in medicine and health; driverless technologies will affect 4 million transport
workers.
Increasing un-and underemployment
(How are Young People Faring in the transition from School to work FYA, 2015)
Work is becoming more insecure - there are now more part-time than full-time young workers. This
trend towards part-time employment and short term contract work has affected all employment, not
just young people.
Young people in full-time work decreased (age 20-24) 52% in 2008 and 42% in 2014
Part-time, self-employed and casual work has increased
30% of young people aged 15-24 are unemployed or underemployed
30% of young workers want more work
Continuing decline in full-time employment and increased part-time employment
From December 2015 to October 2016, 132,700 more people working part-time and 69,900 less
people working full-time (ABN, Nov. 2016)
Time taken to get work
(How are Young People Faring in the transition from School to work FYA, 2015)
After leaving full-time education
On average it takes 4.7 years for young people to find full-time work. It was around one year in 1986
Of the newly employed graduates of bachelor degrees, 29% had jobs where they felt their field of
study wasn’t important
Of newly employed graduate VET students, 62% had jobs that were not relevant to their course
5
Self employment
Since 2015, the cost of starting a business has fallen 65% globally (FYA foundation for Youth Australians 2015)
Tools like freelancer.com and Uber provide new tools to find customers
Multiple Jobs
Up to 30% of Australians are now in ‘flexible work’, that include multiple jobs, using a mixture of skills
and capabilities - referred to as a portfolio approach
Intermittent periods of un-or under-employment
Everyone-to-everyone economy, enabled by the web
Fluid workforce, including micro-contracts
New jobs are emerging
Currently tasks and jobs that only humans can do need: perception and manipulation, creative
intelligence and social intelligence.
Knowledge and people skills are in demand – high tech, high touch, high care.
5.
44%
Average rental costs have
increased in the past decade
Inequality
Those most affected by inequality continue to be the young, poor, less educated, people with
disability and indigenous peoples. Young people are taking on more debt to buy a house leaving them
more vulnerable to change in their income and mortgage stress. Rental costs have risen over the last
decade making it hard for young people to achieve independence and security. Average rental costs
have increased by 44% in the last decade.
Wealth – the top 5% of Australians own 30% of all wealth
Increasing inequality – Income – Over the past 25 years to 2010, real wages increased by 50%
average. Wages for the bottom 10% increased by 14% and wages for the top 10% increased by 72
(ACOSS, 2015)
6
6.
9
Youth Wellbeing
The Centre for Strategic and Educational Studies April 2014 Global Youth Wellbeing index ranks
Australia 9th for Citizen participation, 4th for economic opportunity, 1st for Education, 2nd for health,
7th for ICT and 5th for safety and security.
World Happiness Report 2013-2015 ranks Australia 9th when considering: GDP per capita; social
support, health and life expectancy, freedom to make life choices, generosity and perceptions of
corruption.
According to the Australian Bureau of Statistics 2016 Australian Youth Suicide peaked in 2013 and has
shown a decline in 2014 and a further decline in 2015 for young people between the ages of 0-14. For
young people aged 15-19 although the number of suicides decreased in 2014 it increased in 2015.
The Future
In order for young people to be successful in the future job market: The in demand jobs will be
mixing high tech, personal contact (‘touch’) and care activities; young people will need a mix of both
digital and soft personal skills for success in the 2030 job market; and future jobs will be flexible,
entrepreneurial and dynamic. Source The Future of Work – Setting Kids up for Success 2016
21st Century Skills
Source: https://infogr.am/the-6-cs-of-education-for-the-21st-century
Australia’s workforce is one of the best positioned to thrive in the rapidly evolving technological world
of the 21st century, according to a global study from the World Economic Forum
Australia scored at the top level on four skills: curiosity, information and communication technology
literacy, financial literacy, critical thinking and problem solving (Tim Todd, 19 March 2015, Australian Financial Review).
7
Education Strategies (Future Work Force Report 2016)
Equip young people with digital literacy and adaptive skills:
Collaboration.
Innovation and creativity.
Recognising disruptive technologies.
Enthusiasm for lifelong learning.
Dealing with big data.
Timing and targeting tertiary education for best effect
Traineeships (employer or industry).
Breaking up a degree into smaller, usable chunks.
Using disruptive technology in education
Anywhere, anytime, on demand, interactive.
Other Important Skills
Confidence and agency.
Teamwork and making connections.
Communication.
Project management.
Financial literacy.
Global enthusiasm/citizenship.
Decision making.
Real world application.
8
The SHC Response
SHC STRATEGIC PLAN 2020
STRATEGIC PRIORITIES 2020
01
02
The Sacred Heart Way
Life Worthy Learning
Uphold and advance
Catherine McAuley’s vision
of the lived Gospel which is
at the heart of our
community
Educate our girls for the life
they will live so that they
leave here optimistic, global
citizens, ready to challenge,
engage and lead
Our 5 strategic priorities complement our 10 year Master Plan that will see
Sacred Heart transformed into a vibrant learning village.
03
04
Healthy And Safe
Environment
Working Together
For Excellence
Grow and support a
healthy and safe
environment for all
Foster and support a
culture of excellence,
collaboration and high
expectations
05
Stewardship
As custodians, manage our
resources effectively,
make informed decisions,
and deliver high value for
money
The SHC Network Model of Learning
The Network Model of Learning has been developed by David Perkins – Harvard University and is his
response to addressing the changing landscape of Contemporary Education. The curriculum in this model is
seen as:
Beyond content – 21st Century Skills and competencies, beyond prescribed studies –Learners as
choosers of what they learn – personalized curricula, beyond topics –content as tools for thinking
and action, beyond discrete disciplines –interdisciplinary topics and problems, beyond local-global
perspective, problems, studies, beyond traditional disciplines - renewed and extended visions of the
disciplines.
Disciplines are still an important source of insight, figure in interdisciplinary relationship with one another.
Teachers representing disciplines interact richly.
Key information source of the textbook has exploded into the diversity of sources offered by
contemporary digital and printing technology: web pages, reproductions of original documents,
compelling images from fine arts etc.
21st Century Skills – inform the learning process – student-to-student interaction figures richly as does
student-teacher.
Learning unfolds in an academic context but also in the context of life and world problems and
opportunities.
9
Building on David Perkin’s model we anchor learning in the Sacred Heart Way and the signals of Powerful
Learning. The Sacred Heart Way articulates our beliefs as a Catholic school in the Mercy Tradition. At
Sacred Heart College powerful learning exist and is amplified when it takes place in a safe, positive learning
environment where there is a personal investment and there is a real audience. Learning happens because
it sparks individual passions and its fun and social. The work the girls do is relevant to the lives begins with
interesting questions and allows for autonomy and agency. Feedback is given by mentors and co-learners
and outcomes are not time constrained. This environment enables the girls to develop their 21st Century
Skills identified as the Six C’s:
Thinking Critically – problem solving, higher order thinking skills, interdisciplinary approach, real world
problems, project based learning.
Communicating Clearly – effective communication, self and peer review, information fluency, media fluency,
digital fluency.
Work Collaboratively – team building, effective communication, self and peer assessment, collaborative
mediums, suitable technologies.
Embrace Culture – context of information, exchange respect, collaboration, build community, real world
problems.
Develop Creativity – imagine, incorporate design, integrate function, interdisciplinary approach.
Utilise Connectivity – interdisciplinary approach, encourage collaboration, enable technology, information
fluency, encourage reflection.
Curriculum: 6 Beyonds
DISCIPLINE / KLA
DISCIPLINE KLA
DISCIPLINE / KLA
TEACHER
TEACHER
TEACHER
STUDENT
TWENTY FIRST
CENTURY
SKILLS
Diverse
Informa�on
Sources
Life and World
Problems and
Opportuni�es
STUDENT
STUDENT
Powerful Learning
SHC NETWORK MODEL
10
The Sacred Heart Way
References
ABN, November (2016)
From Old School to Bold School - Rethinking Teaching and Learning with Technology. Will
Richardson, 2016
Horizons of Hope, Catholic Education Melbourne, 2016.
How are Young People Faring in the transition from School to work. Foundation of Young
Australians (FYA), 2015.
Perkins, D. (2014). Future Wise: Educating our children for a changing world. San Francisco. CA:
John Wiley & Sons.
Principals for Positive Change Network.
The Committee for Economic Development of Australia Report (2015).
The Future of Work – Setting Kids up for Success. Regional Australia Institute, NBN Co. 11
November 2016, Regional Australia Institute 69990 Australia.
The New Work Order - Ensuring young Australians have skills and experience for the jobs of the
future, not the past. Foundation for Young Australians (FYA), (2015).
Tim Todd, 19 March 2015, Australian Financial Review.
6 C of Education for the 21st century - https://infogr.am/the-6-cs-of-education-for-the-21st-century.
6 Beyonds - https://theprivateteacher.files.wordpress.com/2015/03/6-beyonds.png.
11