Australian teachers are at the forefront of addressing some pretty hefty challenges—from ‘phonics wars’ and the role of NAPLAN to integrating AI technology, to creating more inclusive classrooms.
To address these challenges, collaboration between teachers, schools and the government has never been more important. The Educator speaks to three dedicated teachers, all of whom teach at schools which have implemented the International Baccalaureate (IB) Primary Years Programme (PYP), to discuss how teachers can help support a strong and inclusive learning environment.
Enhancing accessibility for all learners
Chris Jones, Principal at Miles Franklin Primary School says the IB PYP enriches the learning to meet diverse student needs. It has allowed his students to gain a broad understanding of the world they’re about to step into and doesn’t rely on standardised testing as the only metric for success.
“All children should have the benefit of experiencing the full range of strategies, including all the types of inquiry, otherwise we will not prepare our students for a world we can only imagine,” Jones explains.
“The IB’s four programmes also embrace everyone, and require us to show how we are providing an inclusive education. In particular, the Learner Profile attributes, Approaches to Learning, emphasis on student agency and action, help to nurture an inclusive learning environment and guide students through multiple pathways for success.”
Over at Immanuel Primary School, Principal Rebecca Clements is tackling the complex and constantly evolving educational landscape through the use of a human-centred design process. She says that this approach to school improvement challenges educators to always put the student at the centre as her team designs, creates, tests, experiments, and connects with the learners they are catering for. Her staff and students feel included, listened to, and supported as they have a voice.
Clements says it is important to intentionally create safe and generative spaces for her educators to connect, share instructional practice, reflect and learn from each other. Quality teaching goes far beyond curriculum documents and unit plans - it requires positive relationships, compassion and a collaborative approach to cater for the learners they teach. The team at Immanuel believes in a culture of collaboration and curiosity where they use multiple sources of evidence and solution-based conversations to make informed decisions as they remove barriers to learning and wellbeing.
Nicole Jaggers, Associate Principal at Gold Creek School, is passionate about developing a whole-school approach to education that ensures inclusion and equity. This approach comes with challenges and to overcome them, she says it’s important for leaders to have the courage to challenge the status quo, and to ask the tough questions – for example, why some students might be experiencing more growth compared to others, and whether students all have equal access to the same content and programmes.
“In my role as an instructional coach, I challenge the myth I often hear that an inquiry approach is not for all learners or that an inquiry approach does not teach students skills!” Jaggers says.
Jaggers notes that in a PYP classroom, facts and skills are used as the foundation for developing 'big ideas' that can be transferred to a range of new settings. As part of curriculum development, PYP teachers are constantly reflecting upon a range of questions: What do I want my students to know, do and understand? Why are we teaching this today? What does this particular learner need to be successful?
Sharing stories and strategies
To dive deeper into these discussions and explore effective strategies for overcoming these tough challenges of building inclusive learning environments, the International Baccalaureate is hosting a webinar with Jones, Clements and Jaggers as guest speakers.
The webinar will dive into the vital role of a child’s formative years, and how the PYP serves as guide to building inclusive learning environments.
The webinar will be a great opportunity for educators to learn from experts and each other, continuing to push the boundaries of what’s possible in education.
“Developing a culture of inclusion can only be successful when it is connected to all facets of the school life,” Jaggers concludes. “International Baccalaureate schools use an appreciative inquiry approach to school improvement involving collaboration with all community members.”
To find out more and to sign up for the webinar on 9th May 2024, click here.