Quality Teaching

The National Goals for Schooling in the 21st Century (MCEETYA, April 1999) set out an agreed vision by all Australian governments for high quality schooling. As a result quality teaching must be based upon this vision and an understanding of contemporary learning (21st century learning).

21st century education integrates technologies, engaging students in ways not previously possible, creating new learning and teaching possibilities, enhancing achievement and extending interactions with local and global communities.

Contemporary learning - learning in an online world provides an overarching statement to assist jurisdictions and schools to meet the challenges of 21st century learning. Quality teaching that integrates ICT and personalises learning for students, teachers and the education community depends on

• contemporary pedagogical knowledge and skills
• appropriate learning environments
• understanding he potential uses of ICT
• knowledge of current and emerging technologies
• proficient use of ICT for learning, teaching and management.

[Contemporary learning: learning in an online world, MCEETYA, 2005]

To assist schools, and more particularly teachers, to develop contemporary pedagogical knowledge and skills the CEO has identified the NSW Quality Teaching Framework as the approach to pedagogy that will underpin the implementation of the curriculum frameworks across the Archdiocese.

This framework identifies three key features of classroom practice that are linked to improved student outcomes:

• Children need to think deeply about things that matter. In order to support this type of learning, teachers need to use pedagogy that is fundamentally based on promoting high levels of intellectual quality.
• Classrooms need to be challenging and engaging. In order to provide these conditions, teachers need to use pedagogy that is soundly based on promoting a quality learning environment.
• Children need to see value in what they are learning. In order to support this outcome, teachers need to use pedagogy that develops and makes explicit to students the significance of the work they undertake.

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