In schools today there are many conflicting agendas that add pressure to the planning and delivery of a quality curriculum that directly meets required syllabus Outcomes. Consciously and competently developing contemporary learning skills is also at the forefront as educators desire to not only use ‘best’, but also ‘next’ practice strategies to build and enhance these skills in both themselves as learners as well as their students.
Our goal is to use a rigorous strategy that builds capacity and empowers staff the freedom and creativity to develop quality teaching and learning programs, whilst ensuring that learning experiences link directly to mandated syllabus Outcomes. We are also mindful that learning needs to be relevant, organic and purposeful for all learners.
Through dabbling with the hexagonal thinking tool used previously in our Design Thinking journey, a process has been ideated and prototyped that saw every Stage Syllabus Outcome printed on a hexagon. Teachers come together and collaboratively make natural connections, called ‘Outcome Clusters’. These links are across all Key Learning Areas with literacy underpinning all clusters. The Outcome Clusters are then teased out by our innovative teachers who create inquiry-based units of work that inspire both them as teachers and their children to grow as learners.
The scope of works for each year is mapped on a wall so Outcome Clusters are highly visible and tangible from Early Stage 1 to Stage 3. This visual learning space is called our Bunker Room, where there is a shared language and ownership amongst all staff. There is ongoing critique and a culture of making great learning even better. We are on our third iteration of learning cycles (third year) and there is a one hundred percent buy in from all staff and ongoing conversations highlight that they prefer this model to existing methods of curriculum planning. Ongoing data collection will assist us in further refining our ‘next practice’ prototype.
You never reach the horizon:
When Creating and Innovating, it is essential to test and critique, refine and reiterate. The concept of Hexagonal Curriculum Mapping is no different. We continually test and refine our prototype by working alongside our teachers who are on the front line to cooperatively understand at a deeper level which elements work really well and those that require further refinement or reiterating.
Using string to make physical connections between Outcome Clusters is a viable tool to make physical links. It enables all teachers to see at a glance how Outcome Clusters link with overarching English and Mathematics Outcomes. String links also show how Outcome Clusters feed into new Outcome Clusters for new steps in learning, using prior knowledge and learning. Also enabling the string link to be tangible allows links and outcomes to be fluid and a snapshot in time.
Time Constraints are Good:
Hexagonal Curriculum Mapping is a collaborative process. As creative ideas proliferate, it is easy for Outcome Clusters to grow and the original intent and line of sight become a little hazy. Using constraints are important in order to stay afloat and on track. Encouraging teachers to reorganise their thinking and synthesising into a chronological order ensure that timelines and deadlines are increasingly met. Using weeks as time blocks assist teachers to both plan and facilitate learning accordingly. As there are various lengths to generative topics, teachers have choice in how much time needs to be spent on certain elements of the inquiry process.