Curriculum Design that includes practical strategies to ensure WELLBEING is embedded and permeates throughout learning
Workshop 2 | Ken Lountain | Friday 2 August, 2:30pm | Roma Room
Abstract
When they focus on the education of the whole person, schools design curriculum that fosters positive student dispositions. They do this both to build well-being and to engage students in their learning.
However, this aspect of teaching and learning is often separate to the official curriculum; something to be done alongside the teaching of the curriculum rather than as part of teaching the curriculum.
This workshop will illustrate how, in South Australia, curriculum is being developed for public schools that explicitly addresses the need to educate, not just for what the young person needs to know, but also for the dispositions the young person needs to thrive at school and beyond.
Ken Lountain
A/Executive Director, Curriculum and Learning, Department for Education, South Australia
Ken Lountain is currently Director, Curriculum Development with the Curriculum and Learning Division in the Department for Education, South Australia. His role includes leadership of South Australian Curriculum development, and engagement and implementation processes for schools. Ken also leads the development of curriculum policy for the department. Ken has previously led the department’s literacy and numeracy improvement strategy.
Ken is a highly experienced educator who has worked in a range of system and school leadership roles since beginning his career as a teacher of secondary English and History. Ken has also taught at primary and university levels, published literacy resources for Curriculum Corporation and others, been a co-researcher on national research projects and presented at conferences around Australia and overseas.
Jo Kennedy
Manager, Mathematics Curriculum Renewal
Jo Kennedy is Manager of Mathematics Curriculum Renewal, Curriculum Development with the Curriculum and Learning Division in the Department for Education, South Australia. Jo’s current role includes leading the development of the SA Curriculum: Mathematics and the Financial Literacy Project. She has extensive experience in education including whole of system initiatives, such as the co-design and facilitation of the professional learning program for the Learning Design, Assessment and Moderation (LDAM) strategy and the Primary Australian Curriculum Implementation initiative. Jo’s deep work in curriculum, pedagogy, learning design and formative assessment, always informed by her work as a primary teacher, has seen her develop key insights about practices that impact learning and the experience for the learner.
Sheree Phillips
Maths Coach/Classroom Teacher
Sheree Phillips is a Highly Accomplished classroom teacher (HAT) and site Mathematics coach at Port Lincoln Junior Primary School, South Australia. Sheree has led staff to build their pedagogical content knowledge to better support student engagement, growth and achievement in mathematics. She has also developed an initiative to involve parents and the community in the site’s mathematics improvement. Sheree has been a classroom teacher for 12 years including time in remote Northern Territory schools. Most recently Sheree has continued her love of junior primary mathematics and has been sharing her classroom practice as an assistant presenter for the Department for Education’s professional learning partner, Orbis.
Dr Matt Verdon
Deputy Principal, Australian Science and Mathematics School
Matt Verdon is Deputy Principal, at the Australian Science and Mathematics School, South Australia. Coming from a background in physics, Matt has worked in secondary education for the last ten years, with a passion for helping students personalise their learning. Matt's role as deputy principal focusses on leading the creation and maintenance of a positive school culture that supports all students and staff to flourish. This permeates every aspect of the school, from how staff teams work together, how learning spaces are used, how learning is designed, accessed and assessed and how students can best be supported to be well to learn.
