Highlights in and outside the classroom
countries with varying natural resources and grievances or “sins” from a recent conflict. It is up to the boys to create a treaty that satisfies all parties. Experiential education is designed for students to learn by doing, and this experience allows our boys to understand why the Treaty of Versailles was so problematic. Mr Vink even told me that a recent Year 13 class asked to do this simulation again, four years later, because it had been such a strong learning experience for them. It doesn’t get much more experiential than a Geography field trip. In Term 1, I was invited to see the geographers in action and spent the day in the South Island high country with the Year 12s. What a treat to see students I have in my Year 12 English class in such a different context. The boys traversed the landscape, measuring, observing, recording. In a modern context, in which economic interests compete with environmental concerns, in depth knowledge of our landscape and the elements that influence and change it, is highly relevant. The list goes on. What I reflect on is how we, as a learning area, continue to work towards balancing the content knowledge that makes a well-rounded, learned individual with the skills to thrive in the 21st century. A balance we will continue to refine as The CTER develops our work.
When asked about what I most enjoy in the new Head of Teaching and Learning role, undoubtedly it is the chance to see other teachers in action. There is nothing like seeing a class in full flight to truly understand how the boys are learning. Since arriving at College, Executive Principal Garth Wynne has often used the expression “innovation wrapped in tradition”. And, as I reflect on my first six months of watching the marvellous teachers in the English and Humanities area, I can’t help but feel this is a highly appropriate label for what I have witnessed. From the outside, it might appear to be a traditional curriculum: in English we still teach Lord of the Flies and Macbeth ; in History they still learn about World War II and the Middle Ages; and in Geography they are taught about rivers and earthquakes. Some things don’t change, because there is content knowledge that spans generations – but that needn’t come at the expense of innovation. So, what have I been seeing? Here are a few of the highlights. Year 10 History provides one of my favourite examples of a learning activity that moves beyond a traditional model. As one of the most significant events of the 20th century, World World II remains a critical piece of historical knowledge. In Ms Stevenson’s and Mr Vink’s Year 10 classes I observed the boys “playing a game” – but this was no ordinary game. This is a negotiation simulation, with the boys given
Nicole Billante Humanities and English
Christ’s College Canterbury
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