I can recall the moment I discovered that my school was an anomaly. It was a joke made by a presenter at a professional development seminar where he spoke about all the amazing work he had done with his VCE Software Development class of five students. He jested that nobody would ever have a class greater than ten, and the room snickered at the absurdity of the prospect of it.

In 2020, MacKillop College fitted this stereotype, with only one Year 12 Software Development class of nine students. However, since then, with some dedicated focus to growing the department from juniors up, we now have two Software Development classes (26 students) and one Data Analytics class (16 students).

As the sole Software Development teacher at the school, I wanted to share my experience and management of the School Assessed Task, class work and School Assessed Coursework, with a group much larger than the norm.

Use a platform to manage coursework

Problem: In my first year of Software Development, I found myself snowed under by the amount of coursework I needed to check. With my largest class being 19 students (in 2023), it was hard to gauge a student’s level of understanding in a limited amount of time. In a 100-minute class, half was dedicated to covering content, which would leave approximately three minutes to spend with each student. 

Solution: I found my best course of action was to use one platform to manage coursework so it can be checked in ‘real-time’ for feedback and authenticity, and also ensuring students were on task. For me, I found Microsoft OneNote’s class notebook to be most effective. This provides students with access to their own private workspace and read-only access to a library of content. The teacher can distribute content, so it is editable in each student’s workspace, making the work easy to review.

Using a rotating roster of meetings for marking

Problem: During SATs, I was having a hard time getting around to all students to authenticate each stage of their work. 

Solution: My solution was to formulate a one-to-one meeting schedule, where I would meet with around two-thirds of the class each lesson to discuss changes, project logs, authentication records, etc. This provided me with regular insight into how each student was going, kept the students on task (as there was a high level of accountability) and allowed me to assist where possible. Most crucially, this also fulfilled my obligation to complete the SAT authentication record and gave me the chance to investigate large jumps in progress as potential issues with authentication arose. 

I used these meetings to do some rough marking on a spreadsheet that I updated regularly, which reduced the burden of marking at the end of the area of study while also providing evidence to be used in case of late submission or SATs being lost/damaged.

Internal documentation is key

Problem: Having sufficient evidence for authentication records.

Solution: As a key criterion in the SAT, a considerable amount of time was spent covering the importance of meaningful commenting with my classes. It was explained that it is beneficial for authentication, as well as allowing me to better gauge their understanding, by questioning their documentation and seeing their critical and creative thinking. 

PBL principles

Problem: Internal motivation and perseverance through a prolonged assessment. 

Solution: At MacKillop College, we have a focus on Project-Based Learning (PBL) for our juniors, which builds some important skills, such as keeping a log for authentication, peer review and critique, sustained inquiry, reflection, and referring back to an original teacher-provided prompt. All of which we like to see being carried over into the senior classroom. These skills probably resonate with many Software Development teachers, given that many are the basis of criteria in the SAT. The most important skill learnt, and that we can teach and encourage, however, is responsibility and agency for your own learning. This empowers students to become more self-motivated in completing their project over such a large timeframe.

Set the room up for success

Problem: Having a large class at Year 12 can be daunting, as we want to give our students the best chance of success without running ourselves into the ground. It is important to explore and experiment with different strategies that might work for you and your class.

Solution: Sometimes, something as simple as getting in before the students and setting the room up can be important to assist in managing a large class. My personal favourite is to set the class up in a horseshoe facing outwards so I can meet with students in the middle and be able to monitor student work seamlessly. Often, I find just the perception that a teacher is watching their devices/work is enough perceived pressure to keep students on task.

In conclusion, managing a large Year 12 Software Development class presents unique challenges, as well as opportunities for innovative teaching strategies. By leveraging technology, such as Microsoft OneNote for real-time coursework management, implementing a rotating roster for one-on-one meetings, emphasising thorough internal documentation, and fostering Project-Based Learning (PBL) principles, teachers can effectively navigate the complexities of a large class. Additionally, the physical setup of the classroom can significantly impact on classroom management and student engagement. While no single strategy will fit every context, a combination of these approaches, tailored to the specific needs and dynamics of the class, can transform potential chaos into a well-organised and productive learning environment. This journey at MacKillop College has demonstrated that, with dedication and strategic planning, it is possible to successfully manage, and even thrive, with larger class sizes in the realm of Digital Technologies.

Luke Robinson