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CTL Assessment 2

Where are we now? (As-Is State)


The ‘Positive Behaviour for Learning’ approach promotes a “positive, safe and supportive
school climate in which students can learn and develop” (NSW DET, n.d.). Through the
implementation of a ‘Positive Behaviour for Learning’ approach with SHARE and LEARN
and initiatives that support students’ current understanding of multicultural education policy
and specially employed support officers, Blacktown Girls High School is well placed to
continue addressing multicultural understandings within the school environment (BGHS,
n.d.). However, this focus on multicultural understandings within PBL is less pronounced in
curriculum areas, with an integration of culturally competent pedagogies and frameworks that
are essential to enhance student’s multicultural understanding, engagement and resilience at
school. In implementing PBL within schools, socio-cultural teaching and learning is adapted
to provide individual behaviour that supports to achieve positive academic and social results
for all students (NSW DET, n.d.). Our proposal targets Stage 5 due to previously embedded
SHARE and LEARN presentations for this age group at Blacktown Girls High School, as
within this stage of adolescence “emotions associated with learning processes (motivational,
cognitive, and behavioural factors)” can drastically affect learning outcomes (Hagenauer &
Hascher, 2010, p. 495).

Where do we want to be? (Measurable Targets)


We propose an initiative centralising on a whole-school, classroom, and individual level
interventions in developing Multicultural Understandings. On an individual level, students
will be asked to complete a project based on their culture, for showcase and assessment at the
end of the intervention. On a classroom level, we aim to integrate culturally responsive
activities, pedagogies and material within classes, in the disciplines of English, History,
Japanese, Science and Geography. Conclusively, on a whole-school level, we aim to
implement a Multicultural Day, inclusive of elders, parents and the wider community, in
showcasing individual cultures and a platform for presentations. The intent of this is to
achieve multicultural understandings, and teach students to value their own cultures,
languages and beliefs, and those of others (ACARA, n.d.).
The goal of the action research project is to develop a whole school approach of multicultural
understandings, in accordance with PBL principals in providing a framework for the school
Within this, students will be “learning about and engaging with diverse cultures in ways that
recognise commonalities and differences, to create connections with others and cultivate
mutual respect”. Three key components will drive this understanding: Recognising culture
and developing respect, interacting and empathising with others, and reflecting on
intercultural experiences and taking responsibility (ACARA, n.d.). These principles through
the ‘Positive Behaviour for Learning’ framework, underpin the goals for the intervention. As
such, this intervention “assists young people to become responsible local and global citizens,
equipped through their education for living and working together in an interconnected world”
(ACARA, n.d.).

How do we get there? (Improvement Plan)


The intended intervention of the project centralises around the enhancement of the ‘Positive
Behaviour for Learning’ strategies within Blacktown Girls High School, through the
implementation of multicultural understandings in the differing disciplines of English,
History, Japanese, Science and Geography.
Individual level:
Beginning on an individual level, students will begin through the completion of a KWL chart
in diagnostically and formatively assessing their current knowledge. Students will then be
introduced to the cross-curricular project they will be asked to complete. Within this project,
students will be asked to prepare a project based on their cultural background, with students
being allotted autonomy and choice with what aspects of their culture or history they wish to
focus on. Students will be asked to present this in class, if not, on the Multicultural Day at the
end of the intended intervention. Each KLA will provide allotted time each week, as well as
necessary support, guidance and scaffolding for students, in completing and structuring their
project. The project-based learning project will aim to develop transferrable skills, such as
leadership, accountability and responsibility,

Classroom level:
On a classroom level, the cross-curricular intervention centralises around the implementation
of multicultural understandings in the differing disciplines of English, History, Japanese,
Science and Geography. Within this, teachers will implement an array of cultural responsive
pedagogies, materials, texts supported through a collaboratively designed unit of work.

In the discipline of English, the selected literature for analysis should be both culturally
sensitive and relevant in order to engage students and allow them to respond and compose to
texts that explore connections with the world around them (NSW, 2018). Multicultural
understandings should be embedded into curriculum in order to allow for cultural inclusivity
across all students. In retrospect to aboriginal or Torres Strait Islander students, academic
outcomes differ drastically amongst indigenous and non-indigenous students. Empirical
research concluded that in order for academic outcomes of indigenous students to improve
we must provide them with “respect as individuals and of their culture and its relevant
implications” (McRae et al., 2000, p178). An investigation of texts and literature relevant to
student’s identities is a stepping stone into exploring culture, religion and heritage of students
thus effectively celebrating their cultural differences while allowing them to make
connections with the world around them as stipulated in syllabus outcomes. Furthermore,
students will be instructed to compose texts or descriptions using figurative language.
Religiously Significant Aboriginal or Torres Strait Islander Landscape will be the centre and
inspiration model for these descriptions. These activities inherently aim to celebrate and
embed cultural understanding of Indigenous culture.

In the discipline of History, we would advocate the integration of culturally responsive


material to provide students the opportunity to “learn about the perspectives, beliefs and
values of people, past and present, and the importance of understanding their own history and
the histories of other groups in Australian society, indigenous and non-indigenous (NESA,
2012a, p. 30). Within this, we would implement the Western NSW Eight-Ways framework, to
provide a framework for pedagogy and activity implementation, relevant to building cultural
understandings, such as through a holistic ‘deconstruct-reconstruct’ approach in delivering
histories, the transmission of ‘oral histories’ through yarn circle activities, and frequent ‘land-
links’ to build connections. Within this, we would further adapt content to have a
multicultural focus in both content and source analysis, through the opportunity to learn about
histories involving migration from Europe, Africa, the Middle East and the Asia-Pacific, as
well as the historic challenges and advantages from engagement with other countries in local,
regional and international contexts.
In the discipline of Japanese, the syllabus explicitly states that students will “be encouraged
to reflect on their own cultural heritage and . . . learn to appreciate, and to interact
appropriately with, people of diverse cultural and linguistic backgrounds” (NESA, 2003, p.
23). To achieve this, while students learn about traditional Japanese food and clothing, they
will also have opportunities to introduce, present and share knowledge about traditional food
and clothing items from their own cultural backgrounds. This allows students to concurrently
gain familiarity with elements of Japanese culture, learn about their peers’ cultures and share
elements of their own cultural backgrounds. Students will then work collaboratively in
groups to research Japanese traditional clothing and traditional clothing from two other
countries in detail, and synthesise their findings into a group presentation in the target
language (Japanese). Therefore, students’ multicultural understanding will be developed by
exploring the world from perspectives other than their own, which supports understanding,
tolerance and acceptance in accordance with the PBL approach (Wang, 2016; MCEETYA,
2016).
In the discipline of Science, students will show willingness and undertake research on science
related, social or global issues surrounding conservation and sustainability. Not forgetting to
incorporate early Aboriginal practices and practices of various other cultures that aided in the
survival of ecosystems. Students will then compare them to Australia’s current practices in
conservational and sustainability of the land and or heritage sites. Students will be presenting
the information to fellow classmates, enhancing the understanding of multicultural
competency. Learning about various cultural practices can aid students to develop acceptance
and ultimately promote a positive learning environment for all students.
In the discipline of Geography, students will investigate strategies that may be used to
enhance liveable places. Students refer to countries they are originally from or any country
they may be familiar with. They will then identify the characteristics which make a
country/place to be considered highly liveable. Students then compare their country with
Australia as a liveable place. Doing this activity outlines the importance of natural resources
in making place more liveable and this is of utmost importance to the aboriginal culture. It
also enables students to appreciate the multiculturalism that exists in Australia and its impact
upon making Australia a highly liveable place.
As such, within each of these disciplines, students will have opportunities to explore and
develop intercultural understandings, as well as work on their cultural project.
Whole school
On a whole school level, the intervention aims to develop and present a Multicultural day, to
assist students to “develop intercultural understanding as they learn to value their own
cultures, languages and beliefs, and those of others” (ACARA, n.d.). Within this day, students
work with those who share the same, if not similar, cultural backgrounds to present aspects of
their culture including traditions, dress, food, songs. On this day, parents, elders and the wider
community are invited to participate. Furthermore, students will have the opportunity to
present their project on their culture, if desired, to develop necessary leadership, in
conjunction with collaborative and teamwork skills. This enables students to engage with
“diverse cultures in ways that recognise commonalities and differences, create connections
with others and cultivate mutual respect” (ACARA, n.d.).

Timeline of Intervention/Project (Gantt Chart)


TERM 3, WEEK 9

TERM 3, WEEK 10

TERM 4, WEEK 1

TERM 4, WEEK 2

TERM 4, WEEK 3

TERM 4, WEEK 4

TERM 4, WEEK 5

TERM 4, WEEK 6

TERM 4, WEEK 7

TERM 4, WEEK 8

TERM 4, WEEK 9

TERM 4, WEEK 10
Consult existing literature regarding strand (multicultural
understanding) and links to curriculum areas.

Plan units of work focusing on the project-based learning


goals for each curriculum area.

Create pre- and post-project surveys and observation


sheet scaffolds.

Distribute pre-surveys for students to complete.

Teach units of work to Stage 5 students scaffolding


knowledge and skills for project-based learning.

Students complete project-based learning task for each


curriculum area.

Multicultural Day and distribution of post-surveys to


students.

Analyse data from teacher classroom observations, and


student pre- and post-project surveys.

Compile recommendations based on data analysis

Present findings and recommendations from data analysis


to faculty members of each curriculum area and the
wider school community.

How do we know we have arrived? (Metrics and Measurable


Outcomes)
The evaluation of the intervention will be assessed using a mixed method approach, as this
enables valuable insight through an analysis of what happened (quantitative evidence), as
well as why it may have occurred (qualitative evidence) (Baumfield, Hall & Wall, 2013, p.
63). The goals that require measurement include the implementation of multicultural
understanding underpinned by a Positive Behaviour for Learning framework, notably through
the disciplines of English, History, Japanese, Science and Geography. The table below
conveys the data collection and justification.
Strand Data Collection Method Justification

Multicultural Pre/Post Surveys: Surveys stand as a


Understandings beneficial data
Students will be provided with a pre and post collection process in
surveys centralising on their perceptions and researching effects of
attitudes of the intervention. The pre survey will whole-school
posit questions surrounding multicultural approaches, due to
understandings and their current knowledge and their quick an
experience. Post surveys will posit questions inexpensive method of
regarding their experience with the intervention, distribution (Kervin,
the effectiveness of their experience and what Vialle, Howard,
they have learnt as a result. These surveys will Herrington & Okely,
be analysed to measure whether the outcomes 2016, p. 84).
aiming to develop students multicultural
understandings through a ‘Positive Behaviour for Furthermore, pre and
Learning’ framework has been achieved. post surveys provide a
space for students to
share their thoughts
about a “teaching
technique or strategy, a
unit, or their
knowledge about
particular subject
matter (Dana &
Yendol-Hoppey, 2014,
p. 114).

Observation: Observation enables


insight into
Observations will take place throughout the interpersonal
term, as accompanied by the data collection behaviour, as well as a
method of field notes. Observation will be record and direct
thematically guided by multicultural experience of the
understandings, and an analysis of the phenomena being
implementation of culturally responsive studied (Kervin, Vialle,
pedagogies, activities and materials. This will Howard, Herrington &
analyse the effectiveness of the intervention, as Okely, 2016, p. 76).
well as whether students and teacher perceptions
regarding multicultural understandings have
developed.

Furthermore, in utilising backward mapping, informed by the Understanding by Design


framework, students will understand the intended outcomes of their projects.

Ongoing improvement (Continuous)


Reflection -> student (pre/post survey),
community and parental feedback from Multicultural Day and
teachers (peer feedback - observations