Pedagogical Similarities and Differences in the Educational Systems of Sri Lanka and Australia? ?The purpose of this topic in the literature review is to compare and contrast ?Sri Lankan an
Pedagogical Similarities and Differences in the Educational Systems of Sri Lanka and Australia
The purpose of this topic in the literature review is to compare and contrast Sri Lankan and Australian education, how these have been revolved to cope up with current global educational trends. This study will be mainly focused on Different kinds of approaches used in primary and secondary settings in two countries and whether these two educational systems have succeeded thriving students’ skills and capabilities according to the social and economical demands. And two countries’ primary and secondary sectors will be analysed under pedagogical approaches in teaching and learning, how school curriculum is made according to its cultural and social requirements and how assessment is used as a tool of students’ learning outcome in both counties
EDMED 7076 Assessment Task 1
Part A: Topic Approval
Week 4: Friday 24 March 2023 @ 11.55 pm
Value: 10%
Words: 100
Submission: email to lecturer for approval
Part B: Literature Review
Week 6: 07 April 2023 @ 11.55 pm
Value: 40%
Words: 4000 words
Submission: Electronic submission on the Moodle site
Task:
The literature review (academic essay) explores the contexts for global and Australian education, changing trends and the comparative aspects in a globalising world. Students are asked to read from course materials and more widely to write a critical literature review comparing Australian education approaches to at least one other national education system. This may be focused on one of early childhood, primary or secondary settings. Your essay may include sub-headings. You are encouraged to commence thinking about your topic in Week 1, and discuss with your lecturer before commencement. Students are asked to submit a topic proposal as Part A of this task.
The criteria from which your work will be marked is set out below. Take the time to study the rubric as a guide. Students should devote approximately 50 hours to this task, including time reading appropriate materials from the course. NOTE: Also refer to the “Assistance with Online Submission” section within this document Students will receive feedback up to three weeks after they submit the task.
Learning outcome assessed:
Knowledge
K1. Explore global, national and local contexts in education
K2. Examine diverse educational settings that encompass active process for learners to construct meaning and develop skills and capacities based on prior knowledge and experiences in social and cultural contexts.
K3. Critically examine and understand different theoretical positions, models and metaphors related to thinking, learning and teaching.
K5. Understand the complex interconnections between learning, pedagogy, curriculum, assessment and context in early childhood, primary and secondary education.
K6. Critically reflect on and understand the cultural, social and educational forces that can impact on students’ and teachers’ thinking, learning and social behaviours in educational contexts.
Skills
S1. Demonstrate familiarity with the contribution of global, national and local perspectives of education
S2. Analyse and synthesis concepts and contemporary issues in education
S3. Critique and explain pedagogical approaches that enhance inclusivity, diversity and learner subjectivity in early childhood, primary and secondary settings
S4. Read for meaning, critically evaluate texts and make thoughtful connections between theory, practice and experience
S5. Closely observe, describe and analyse learning experiences in action and make connections to theoretical understandings.
S6. Inquire into arguments about the purposes of education.
Application of knowledge and skills
A1. Conduct and complete a literature review on educational settings for teaching and learning
A4. Report on and analyse a learning experience with connections to theory.
A5. Analyse case studies
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Assessment Criteria on Rubric |
Suggested points to include |
|
A demonstrated understanding of contemporary contexts for Australian and at least one other world education system |
· Write about contemporary education in Australia and one other nation, including references to the purposes of education and the way education is structured (eg. Early years, primary, secondary…) · The easiest way to do this is to identify a broad issue for your topic such as ‘the purpose of education’ rather than try and write about the whole education system in each country. · Provide an indication of the population of the country, and data like literacy and numeracy tests, or PISA results, or the numbers of children who complete secondary schooling. · While it is impossible to directly compare education outcomes in two different countries, the reason for this criteria is to be able to provide a context for discussing education in the two countries. · This will be your introduction – one or two paragraphs (about 300 words). |
|
A critical examination of different theoretical positions, models and metaphors related to thinking, learning and teaching |
· What are the key theories of education that are relevant to the issue/topic you have chosen? Explain the theories briefly. · What is the role of the child as learner, the teachers and the parents for both countries? · This section will take about one or two paragraphs (about 500 words) |
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An examination of educational policy and/or pedagogical approaches/models that impact teaching and learning in early childhood, primary or secondary settings |
· This section is where you will focus on your topic. · How do policies support what you are saying? For example, In Australia, the Declarations of Goals for Young Australians document set out the government aims. · Does the pedagogical approach, as shown in the way teachers work in the classroom support your view? For example, Australian schools use a socially constructivist theory and place an emphasis on student well-being, inclusive education, thinking curriculum. How does this align with the national goals? · Is this the same or different in the country you are comparing? How do you know this? · Remember to say how approaches might change between early years, primary and secondary levels of schools. · This section will take about 800 words |
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An understanding of the situated nature of learning and the demands of changing social and cultural contexts, educational policies, technology, and notions of identity |
· How is the issue you have chosen represented, or not in the curriculum? · Discuss the way the curriculum and schools reflect the culture for each country. For example, is there a national curriculum, does it change over time, does it reflect social changes? How does it contribute to something like the purpose of schooling? · Try to discuss one or two key points about the curriculum which are connected to your issue. For example, what has been the impact of ICT in schools, (maybe mention COVID) or social changes like the role of schools in educating students about gender diversity? · This will take about 800 words |
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Conclusion |
· A brief summing up of the key points you have made in your discussion of the issue as it is evident in the two countries. ( about 300 words) |
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Evidence of an extensive and appropriate review of the relevant literature, including accurate referencing in APA 7th style. |
· This will be clear from the in-text references and the reference list at the end of your paper. · It is hard to say what the word ‘extensive’ means but perhaps more than twenty references. These will include education curriculum and policy documents as well as academic papers. |
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Literature Review (50% of overall course mark) |
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Criteria |
F (0<49%) |
P (50%-59%) |
C (60%-69%) |
D (70%-79%) |
HD (80%-100%) |
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A demonstrated understanding of contemporary contexts for Australian and at least one other world education system 30 marks |
Limited or no understanding of contemporary contexts for education in Australia and one other nation including demographic, structural and globally comparative data. |
Response discusses some contemporary contexts for education in Australia and one other nation including demographic, structural and globally comparative data. |
Response discusses contemporary contexts for education in Australia and one other nation including demographic, structural and globally comparative data. |
A well-written analysis of the contemporary contexts for education in Australia and one other nation including demographic, structural and globally comparative data. |
A perceptive analysis of the contemporary contexts for education in Australia and one other nation including demographic, structural and globally comparative data. |
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A critical examination of different theoretical positions, models and metaphors related to thinking, learning and teaching 30 marks |
Limited or no evidence of understanding of the different theoretical positions, models and metaphors related to think, learning and teaching. |
Shows some understanding of the different theoretical positions, models and metaphors related to think, learning and teaching. |
Shows sound understanding of the different theoretical positions, models and metaphors related to think, learning and teaching. |
Able to compare and contrast the different theoretical positions, models and metaphors related to think, learning and teaching. |
A critical approach taken to comparing the different theoretical positions, models and metaphors related to think, learning and teaching. |
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An examination of educational policy and/or pedagogical approaches/models that impact teaching and learning in early childhood, primary or secondary settings 30 marks |
Limited or no discussion of the policies, pedagogical approaches, instructional models that impact on learning and teaching. |
Minimal discussion of the policies, pedagogical approaches, instructional models that impact on learning and teaching. |
A comparative discussion of the policies, pedagogical approaches, instructional models that impact on learning and teaching. |
The comparative examination of the policies, pedagogical approaches, instructional models that impact on learning and teaching shows a sound understanding of interconnectedness. |
A high-level comparative examination of the policies, pedagogical approaches, instructional models that impact on learning and teaching. |
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Written expression, structure and style 10 marks |
Lack of clarity that impedes understanding of ideas. Numerous spelling, punctuation or grammatical errors per page. Text structure lacks clear organisation. Inadequate citation and referencing |
Ambiguous and vague in places. Text structure lack appropriate organisation. Noticeable spelling, punctuation or grammatical error. Inconsistent approach to citation and APA 7 referencing. |
Lack of clarity in places. Text structure may lack clear organisation. Minor spelling, punctuation or grammatical error. Mostly consistent approach to citation and APA 7 referencing. |
Ideas are clearly articulated using accurate sentence structure. Text structure is clearly organised. Consistent approach to citationand APA 7 referencing with few errors. |
High level of accuracy and control in articulation of ideas. Logical and coherent text structure. Consistent approach to citation and APA 7 referencing. |
,
THE PEDAGOGICAL MODEL
Curriculum planning and assessment
Evidence-based high impact teaching
strategies
Evaluating impact on learning
Parents and carers as partners
Global citizenship
Networks with schools, services and agencies
Building communities
Building practice excellence
Excellence in teaching
and learning
Positive climate for
learning
Professional leadership
Community engagement
in learning
Student achievement, engagement
and wellbeing Empowering students
and building school pride
Health and wellbeing
Setting expectations and promoting inclusion
Intellectual engagement and
self awareness
Instructional and shared leadership
Strategic resource
management
Vision values and culture
Building leadership teams
Evaluate and diagnose
Im pl
em ent a
nd m onitor
Prioritise and set g oa
ls
D evelop and plan
Student achievement, engagement and wellbeing
E ngage
Explore
E v
a lu
a te
Elaborate
E xp
la in
Published by the Department of Education and Training, Melbourne, June 2018.
© State of Victoria (Department of Education and Training) 2018
The copyright in this document is owned by the State of Victoria (Department of Education and Training), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, the National Education Access Licence for Schools (NEALS) (see below) or with permission.
An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution may copy and communicate the materials, other than third party materials, for the educational purposes of the institution.
Authorised by the Department of Education and Training, 2 Treasury Place, East Melbourne, Victoria, 3002.
ISBN 978-0-7594-0835-7
Acknowledgments The Department of Education and Training (the Department) acknowledges the expertise and commitment of teachers and school leaders in Victorian government schools who work to build teaching and learning excellence every day. We would like to thank school principals, teachers and departmental colleagues for their valuable contribution to developing this resource.
The Pedagogical Model is designed to support delivery of the Victorian Curriculum F-10 and the Victorian Early Years Learning and Development Framework. It draws from the current evidence base, including the following frameworks and initiatives:
• Framework for Improving Student Outcomes
• Australian Professional Standards for Teachers
• Literacy and Numeracy Strategy
• Practice Principles for Excellence in Teaching and Learning
• High Impact Teaching Strategies (HITS)
• Professional Learning Communities
• School Differentiation Model (School Strategic Plan, Annual Implementation Plan, Performance and Development Approach)
• New Pedagogies for Deep Learning Community of Practice.
Contents
Providing feedback This resource is the result of generous collaboration among Victorian government school teachers and departmental colleagues. We intend to update the resource over time, and your contribution will help us make it more useful for teachers. Please send your comments and ideas to: [email protected]
Secretary’s Message 4
Why the Pedagogical Model? 5
What is the Pedagogical Model? 6
How does the Pedagogical Model fit into the Victorian Teaching and Learning Model?
7
How is the FISO Improvement Cycle embedded in the Pedagogical Model?
8
Who is the Pedagogical Model for? 9
How does the Pedagogical Model align with other DET resources and initiatives?
10
The Pedagogical Model domains explained 11
Domains overview 12
Engage 14
Explore 16
Explain 18
Elaborate 20
Evaluate 22
Glossary 24
Evidence base 26
4
I am very pleased to provide you with the Pedagogical Model.
Teachers have a critical role in shaping the lives of their students. I am fortunate to have the opportunity to regularly witness the evidence-based practices of teachers in our schools. It is inspiring to see teachers preparing our young people for a future being reshaped by economic and social forces.
The Victorian Government is committed to providing every student with opportunities to achieve excellence in reading, maths, science, critical and creative thinking, and the arts. Our ambitious Education State targets focus our efforts on promoting excellence across the curriculum, on the health and wellbeing of students, and on breaking the link between disadvantage and student outcomes.
Our schools deliver this excellence through a focus on high quality teaching and learning. This is supported by the Victorian Teaching and Learning Model which includes the Pedagogical Model presented here. The Pedagogical Model builds on the previous e5 model and has been developed to align with FISO, the latest and best evidence for what works and teacher feedback.
Victorian teachers and school leaders are responding to the extraordinary learning challenges and opportunities facing children and young people. In response to these demands, the teaching profession itself is changing. Teachers are spending more time working together. They devote collaborative time to evaluating and improving their practice and they draw on pedagogical resources to create deeper learning experiences for students.
To support and complement the efforts of our teachers and school leaders, we have developed the Victorian Teaching and Learning Model which has four interrelated elements. It gives us a Vision for Learning, the Practice Principles for Excellence in Teaching and Learning, the Pedagogical Model and High Impact Teaching Strategies (HITS). Together, they form an evidence-based answer to the question every improvement- focused conversation in schools is about: ‘What is highly effective teaching and learning?’
Each of the resources in the Victorian Teaching and Learning Model builds on the improvement priorities of the Framework for Improving Student Outcomes (FISO) and aligns with the Literacy and Numeracy Strategy Phase 2: Achieving Excellence and Equity in Literacy and Numeracy. Together they reinforce our shared vision and language for school improvement. The
Pedagogical Model embeds that vision and language in the classroom, where teachers create opportunities for students to reach their full potential, regardless of their background or circumstance.
Teachers and school leaders have told us they want resources that expand their conversations about effective teaching and learning. The Pedagogical Model follows their lead, it is adaptive and flexible, not prescriptive and linear, and it encourages teachers to move back and forth between the five domains as they respond to their students’ learning needs. The Pedagogical Model maps the five domains to the relevant Practice Principles and HITs, and creates opportunities for deep learning experiences.
Thank you for your leadership, passion and expertise in helping to drive outcomes for all Victorian students. The Illustrations of Practice in this document present a small selection of the many wonderful things happening in Victorian government schools. I invite you to engage with the Pedagogical Model in your teams and in your own reflections, as we continue our shared improvement journey.
Gill Callister
Secretary
Why the Pedagogical Model?
Secretary’s Message
5
While FISO focuses on school improvement, the new Pedagogical Model underpins teacher practice improvement, recognising the vital role teachers play in improving student outcomes.
The Pedagogical Model, as a part of the Victorian Teaching and Learning Model (p. 7), supports schools to build teacher excellence and instructional leadership. Combined with the Vision for Learning, Practice Principles for Excellence in Teaching and Learning (Practice Principles) and High Impact Teaching Strategies (HITS), the Pedagogical Model will stimulate discussions about current teaching practices in schools, help schools to build a high performance learning culture, and ultimately improve student achievement and engagement. By providing common language and guidance on improving the quality and consistency of teaching practice, the Pedagogical Model enables school leaders, teachers and students to foster shared leadership so that everybody contributes to co-designed and connected learning.
The Pedagogical Model defines what high quality teaching looks like. It is not a prescription for practice. It is a flexible model that can be readily modified for different school settings and learning areas. We encourage schools to take the lead in adapting the Pedagogical Model to their own school contexts so that it deepens their continuing endeavour to improve learning outcomes through a concerted focus on students’ needs, interests and abilities. Schools can use the Pedagogical Model immediately or can benchmark their current pedagogical models for efficacy and consistency.
Why the Pedagogical Model? In collaboration with Victorian teachers and school leaders, the Pedagogical Model has been designed to reflect the current evidence base and departmental initiatives, including FISO and the Performance and Development approach.
What is new about the Pedagogical Model?
It builds on FISO, Practice Principles
and HITS
It draws upon the current evidence
base
It highlights best practice
across Victorian government
schools
It addresses planning, implementation and
evaluation of learning programs
It incorporates student voice, agency and leadership
It explores deep learning and global
citizenship
It includes partnerships with
parents/carers
It focuses on reflection and professional
learning
1 2 3 4 5 6 7 8
The Pedagogical Model is… The Pedagogical Model is not…
embedded in the Victorian Teaching and Learning Model that incorporates the Vision for Learning, Practice Principles and HITS
a stand-alone resource
a recipe for solving all problems in teaching and learning
a tool for evaluating teacher performance
a prescriptive model
a linear model
a static model
focused on teacher practice as the main contributor to improved student learning outcomes
improvement-focused to assist teachers with their professional learning, including design
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