Challenging the status quo in PDHPE Madeleine Gardiner
Deep learning and social justice in Personal Development, Health and Physical Education How can we encourage our students to change the world, without them having first developed an understanding of their place within it? In Term 3, 2021, Year 10 PDHPE students were challenged with the driving question ‘More than words; How can we contribute to social justice?’; a stimulus inspired by the 2021 National Reconciliation Week theme to inspire braver and
DEEP LEARNING IN COMPLEX TIMES Deep Learning pedagogies encourage students to develop competencies in the six Cs – Character, Citizenship, Critical thinking, Collaboration, Creativity and Communication. This is learning which: • looks at the world from many different perspectives, • cuts across key subject areas (after all,
more impactful action. In response,
we live in a trans-disciplinary world,
students inquired into the experiences
not in a mono-disciplinary one),
of diverse population groups that make
• is relevant to the real-world interests,
up Australian society, proposed ways that individuals and communities could
needs and challenges of students; and, • concentrates on developing the
be proactive in promoting social justice
capabilities that count not only for
and considered the ways they can
today but for a sustainable future
offer support to those experiencing
(Fullan & Scott, 2014).
marginalisation. Through a series of teacher and student-led learning
If we want learners who, as stated by
experiences, underpinned by New
Fullan et al. (2017, p.21), can ‘thrive in
Pedagogies for Deep Learning (Fullan et
turbulent, complex times, apply thinking
al., 2017), this unit supported students’
to new situations, and change the world,
development into active and empathetic
we must reimagine learning: what’s
global citizens by empowering them
important to be learned, how learning is
to become advocates and critical allies
fostered, where learning happens, and
in their communities. The intention
how we measure success. This means
was that students walk away from this
creating environments that challenge,
unit feeling confident in their ability
provoke, stimulate and celebrate
to fight for causes about which they
learning’. This conceptualisation of
are passionate, call out injustices, find
the learning process is ‘Deep Learning’
solutions and, ultimately, become the
and is loosely defined as the course
changemakers they seek in their world.
of acquiring the aforementioned competencies through a series of tasks
Pymble Ladies’ College
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