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Rigorous HSC
Rigorous HSC
Why our project?
Our project saw the rigorous HSC and student pathways PLLT’s combine in 2020, with the original work of Rigorous HSC working towards the products and practices of strategic direction 1, and Student Pathways working towards the products and practices of strategic direction 2.
The purpose of the rigorous HSC project was to ensure that we eliminate failure at RHHS, and that each student that leaves RHHS has the necessary qualifications, skills and experiences to be successful in year 13 and beyond. We wanted to encourage and prepare all students to complete their HSC, and that all students would be able to successfully complete the minimum standards testing to ensure each student leaves RHHS with a Higher School Certificate.
We believe that by specifically targeting rigour in our lesson design, we will initiate and deliver new ways of knowing, doing and being that will result in innovative subject based universal, targeted and intensive teaching and learning platforms and wellbeing programs that will ultimately increase student learning trajectories. By developing, implementing and evaluating year based teaching and learning platforms we believe that we can ensure each student is known, valued and cared for.
The purpose of the Student Pathways Tenacity project was to first introduce tenacity into the day to day vocabulary and practices of students and teachers. The purpose was also to embed tenacity into the daily ‘thinkings’ and ‘doings’ of students. We set out to create tenacious students who are able to be rigorous in their learning practices. In working towards this, teachers have developed lessons designs that encourage students to be rigorous in their learning. Year group assemblies with the theme of rigour and tenacity have been developed to practice and explain this.
What was our framework for knowing if we made a difference?
As identified in our purpose statement, and within the school’s strategic plan, we were aiming to achieve the products and practices for the project within the years 2018-2020. Average growth in academic performance (to within one mark) of state average, Growth and progress data (learning trajectories) to within 1 standard deviation of state average 40% of all students achieving Band 4+ in external tests and 50% of all students achieving above the average GPA of 3.25 (grade average) on internal academic reports and ROSA. The team decided that these measures, in addition to ensuring that no students failed, which was measured as a reduction in band 1s in the HSC, would enable us to achieve the goals of the school plan. We planned to use scout data and the analysis of HSC results from the NESA Results Analysis Package (RAP) to measure the growth and attainment of the students through the journey towards a Rigorous HSC. As a measure for the growth of Teacher and the school, the Australian Professional Standards for Teachers (APST) and linking all of our goals to the School Excellence Framework (SEF). In particular we set out to measure the improvement in attainment for the school in APST Standards: 3.1.4 3.4.4, 5.1.4 7.2.4 and the SEF Elements: 1.1, 1.3, 1.4, 1.6. During 2018, the team also identified that the percentage of students obtaining the Minimum Standards in Literacy and Numeracy for the award of the Higher School Certificate needed to be 100%.
Resources:
Blackburn, B. (2008b). Rigor is Not a Four-Letter Word. Larchmont, NY: Eye On Education.
Heick, T. (2017). https://www.teachthought.com/pedagogy/how-to-add-rigor-to-anything/
Blackburn, B. (2017). The beginners guide to understanding Rigor. Blackburn Consulting Group, 2017. www.barbarablackburnonline.com
For Further information and resources:
www.barbarablackburnonline.com
Workshop participants will have the opportunity to gain practical skills such as “strengths spotting” and will learn various ways to develop strengths. Each topic will be illustrated by research or case studies from—alternately-- primary and secondary schools as well as higher education. The Upside of Your Dark Side (2014), Positive Psychology Coaching (2007), Practicing Positive Psychology Coaching (2010), The Strengths Book (2010)
Professor Bill Lucas
The three focus areas of this project were, rigour, tenacity and strengths. The research behind each has been used to underpin the direction of the projects.
The three focus areas of this project were, rigour, tenacity and strengths. The research behind each has been used to underpin the direction of the projects.
1. Rigour
1. Rigour
Rigour matters because it imposes cognitive load on students, forcing them to confront misconceptions, reconsider positions, separate the implicit from the explicit, and other critical thinking. As such, it’s different for every student. If students can’t consistently negotiate rigorous tasks, either understanding or thinking habits should be more closely examined. But if work is beyond their Zone of Proximal Development, students are only being setup for disengagement, frustration, and ultimately failure.
According to Barbara Blackburn, Rigour is demonstrated in 3 steps:
each student is expected to learn at high levels
each student is supported so he or she can learn at high levels
each student demonstrates learning at high levels
The principles of Barbara Blackburn’s work fits many of Rooty Hill High Schools platforms.
2. Tenacity
2. Tenacity
Bill Lucas’ and Ellen Spencer's book ‘Developing Tenacity’ framed the school's work in tenacity, into 4 habits of tenacious learning.
Connected learners are important, connection with the school comes in multiple facets, at RHHS it is embedded in the Persist values, giving students a sense of ownership.
Confident learners will take academic risks and are prepared to learn from mistakes.
Controlled learners can stick to a process and can await gratification for hard work knowing that this will eventually result in improvement.
Committed Learners are dedicated, and will persevere in the face of adversity. The four c’s and tenacity wheel frame have been adapted and adopted to suit the academic and social context of RHHS.
3. Strenghts
3. Strenghts
Dr. Robert Biswas-Diener views strengths as not being fixed traits across settings and time. Instead, we adopt dynamic, within-person approaches from personality science to research, assessment, and interventions on strengths. Specifically, strengths are highly contextual phenomena that emerge in distinctive patterns alongside particular goals, interests, values, and situational factors. Strengths are potentials for excellence that can be cultivated through enhanced awareness, accessibility, and effort. All learners have unique strengths. These natural talents and skills act as filters that direct learning, influence motivation, and impact decisions. At RHHS the skills related to developing strengths based learning is underpinned by this research. RHHS worked to create a culture that supports the strengths of its students
Rigorous HSC in Practice
PLLT Co-Leaders Aaron Prestridge and Andrew Fowler discuss their PLLT Project and the changes that they had seen in student engagement and results.
Interested in learning more?
Interested in learning more?
We have created a podcast, where Aaron and Andrew discuss their project in detail. To listen to the podcast, please click here
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