Grammar Gazette- Issue 1, 2017

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THE FUTURE OF SENIOR SCHOOLING: PLANNING FOR AND EMBRACING THE FUTURE

of which that will be externally set and marked; no single common external test (i.e. Queensland Core Skills Test); and a change from a broad band score (OP) to a finer grained score (ATAR) for tertiary entrance processes. Regardless of similarity or difference between current and future systems, Brisbane Girls Grammar School’s commitment to exceptional scholarship and high-quality student outcomes has ensured considered review, active planning and purposeful change has occurred and will continue in preparation for implementing the new system at the School. Our academic staff’s expertise and pedagogical knowledge has been utilised by the Queensland Curriculum and Assessment Authority (QCAA) in development or review of many of the new syllabuses and assessment processes. In addition, the School has been, and will again be, involved in QCAA trial external examinations. The in-depth understanding gained from these activities has fed directly into our teaching and learning programmes. In consideration of both current and future systems there have already been both subtle and more overt changes to a range of academic endeavours and processes. Through the expert leadership of the Dean of Curriculum and Scholarship, Dr Bruce Addison, academic departments have undertaken reviews of pedagogy and assessment styles in light of appropriate balance between learner support and learner autonomy. We have seen amendments to examination procedures along with using external invigilators, extending stand down through to Year 10, and changes to and within assessment tasks. The review and change process is ongoing and supports students’ development over time so that they are equipped with the system and learning skills to embrace and flourish in the new senior assessment and tertiary entrance structure.

AUTHOR Mr James Keogh Dean of Studies and Learning Analytics

LEARNING IS NOT A STATIC ENDEAVOUR. LEARNING IS DYNAMIC, CHALLENGING AND TRANSFORMATIVE, AND OCCURS WITHIN CONTEXTS OF TIME, PLACE AND NEEDS. SYSTEM-WIDE PROCESSES THAT SUPPORT LEARNING REQUIRE, AT TIMES, REVIEW, AMENDMENT AND SOMETIMES EVEN WIDER SCALE CHANGE TO ENSURE LEARNING OUTCOMES MEET THE NEEDS OF STUDENTS AND SOCIETY IN THE NEAR AND FURTHER FUTURE. IT WAS SUCH A REVIEW, COMMISSIONED BY THE QUEENSLAND GOVERNMENT IN 2014 AND CONDUCTED BY THE AUSTRALIAN COUNCIL FOR EDUCATIONAL RESEARCH (ACER), THAT HAS LED TO THE NEW SENIOR ASSESSMENT AND TERTIARY ENTRANCE SYSTEM BEING INTRODUCED ACROSS QUEENSLAND COMMENCING FOR YEAR 11 STUDENTS IN 2019. In comparing the studies of future senior students with those of current senior students, many more similarities than differences are likely to be found. Similarities will include: access to a wide range of subjects; the continuation of in-class, or school-based assessments; ability to attain a Queensland Certificate of Education, and a post-secondary tertiary pathway with five subjects used to calculate the score for this pathway. The differences that our future seniors may note are: a reduced overall assessment load with only four assessment pieces per subject in Year 12, including one

GRAMMAR GAZETTE