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New Learning Paradigms - Post Compulsory The senior school, like the middle school, is in the process of reshaping and reinventing itself. It too is emerging as an entity in itself with its own set of needs and priorities, requiring staff committed to the delivery of a flexible and a highly diverse curriculum. The patterns of senior schooling do not reflect the changing social and economic conditions that many students and families now experience. Many schools still operate a 9.00 – 3.00 school day; use 40 to 50 minute lessons in an 8, 7 or 6 period day; teaching 6 or 7 subjects per week; arrange senior completion over 2 years; manage the time equally for all students; use lesson time as the sole unit of instruction and do not cater for part-time or re-entry students. The senior school with its increasing emphasis on multiple pathways for continuing, part-time and re-entry students will require a different mix of hours and a delivery of an educational program that is designed and packaged differently to meet the needs of students in this the Information Age. How to cater for an increasing diverse group is the fundamental curriculum question facing the senior school as we commence the 21st Century. The senior school needs to take account of the many students in part-time work; the increasing demand on existing school facilities across Year 6-12; the work placement requirements under VET; the increasing retention rates with the government target of 100% into the 21st century, and the demand by teachers for increased professional development and education. This suggests fundamental change which is discontinuous and chaotic. The demand for places in the post compulsory sector is going to increase. How the school responds to this new phenomenon in this complex environment is going to be its greatest challenge. |
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Last modified: 01/16/06 |
