1 Strategic Partnerships Program 2006-2008 Regional Briefings 7, 8 and 9 September 2005.

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Strategic Partnerships Program 2006-2008

Regional Briefings7, 8 and 9 September 2005

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In this briefing … • To build knowledge of Flagship Strategy 1: Student Learning. • To provide a comprehensive understanding of the Strategic Partnerships Program 2006- 2008 funding guidelines.

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In this session …• To contextualise the Government’s curriculum reform • To build knowledge of Flagship Strategy 1: Student Learning initiatives, particularly the Victorian Essential Learning Standards • To explore strategies and tools for auditing, planning and implementing the curriculum • To explore whole school and program ‘design options’ for the implementation of Flagship Strategy 1: Student Learning initiatives, particularly the Victorian Essential Learning Standards.

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The economic challenge is to develop in young people the skills, knowledge and personal qualities they need for a world where work is undergoing rapid and long- term change.

Creative and Cultural Education- All Our Futures Summary, 2000.

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The technological challenge is to enable young people to make their way with confidence in a world that is being shaped by technologies which are evolving more quickly than at any time in history.


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The social challenge is to provide forms of education that enable young people to engage positively and confidently with far-reaching processes of social and cultural change.


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The personal challenge is to develop the unique capacities of all young people, and to provide a bases on which they can build lives that are purposeful and fulfilling.


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A National and International Context

What are others doing?

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Tasmanian Essential Learnings

• Thinking

• Communicating

• Personal Futures

• Social Responsibility

• World Futures

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How do I make sense of, &communicate with the

world?

Who am I and where am I going?

What are my rights & responsibilities in

communities, cultures and economies

How do I describe, analyse & shape the world

around me?

Life pathways and social futures

Environmentsand technologies

Active citizenship

Multiliteracies and communications media

Queensland Essential Learnings

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What would a future curriculum look like?

Learning would be structured mainly through projects. Some projects wouldbe individual, while many would begroup-based.

The Creative Age - Knowledge and Skills for the New Economy. DEMOS 1999.

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Problems and goals would not be completely predefined by the curriculum. Students would repeatedly practise identifying and solving problems, rather than having them placed before them.


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Learning would take place in a range of contexts and use a range of methods. Projects would not all be research-based or within a traditional classroom environment. Students would be involved in doing as much as in thinking or knowing.


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Alongside more traditional, teacher-centred assessment, students’ work would be evaluated by field experts, peers, parents and so on. It would be evaluated for different kinds of skills and knowledge- interpersonal, thinking strategies,self-organisation, depth of understanding and so on.


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Thinking and self-assessment would be embedded across the curriculum. Students would focus particularly on learning to make connections between different contexts - the transfer and application of knowledge across different domains.


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Skills would be revisited and practisedover time, so that knowledge gained earlier in an educational career could be applied creatively to new problems.


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Students would gain depth of understanding in a number of disciplines, or domains of knowledge, including traditional academic subjects. They would also learn explicitly how to combine inter-disciplinary knowledge in completing a project goal.


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If all the curriculum documents in the world

were destroyed … what would be

important for students to learn?

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The Victorian Context

Where are we heading?

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School Reform

PEDAGOGY

What pedagogical practices best engage students and support

intellectual rigour?

SCHOOL ORGANISATION

What forms of school organisation best support the learning needs

of students?

ASSESSMENT

What forms of assessment are most appropriate to identify and monitor

the achievements of students?

COMMUNITY ENGAGEMENT

How do schools and their communities best work together to

support student learning?

CURRICULUM CONTENT

What are the skills, knowledge and understandings that students need

for the future?

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Blueprint for Government schools

• High concentration of poor outcomes in some schools and some regions

• Frequently high variations in outcomes between classes in the same school

• Variations in outcomes between schools with similar student populations

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The Context: Teacher OpinionsCSF (8 KLAs; 6 levels; 747 learning outcomes; 4,000+ indicators) serve schools well, BUT:

• “Crowded” curriculum• Breadth rather than depth• Constraint on flexibility • Not full range of knowledge, skills and behaviours • Silent on pedagogy • They want

Opportunities to reflect (time!) Documented analysis and rigorous discussion The “how to” as well as the “what” and “why”

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The Context:Students, Parents & Community Opinions

Different demands:

• Teacher quality crucial for confidence in schools and their reputations

• Transparent standards count; assure parents of consistency among schools

• High student & parent aspirations for preparation to post compulsory education

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Lessons from others

• Sustainable curriculum change - 5-7 years

• Assessment strongly influences teaching

• Values, thinking skills etc – as much a product of pedagogy as content

• Cross disciplinary approach produces higher learning outcomes

• Traditional organisational structures the greatest barrier

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FLAGSHIP STRATEGY 1

STUDENT LEARNING

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Recognising and responding to diverse

student needs

Blueprint for Government Schools, 2003 (page 2)

Student Learning

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Complexity of student diversity To ensure that students reach their full potential, effective

planning should:

•consider student diversity while planning curriculum

•acknowledge and use the rich learning community of the school where students learn from each other

•identify and cater to the different needs of particularcohorts of students

•ensure that multiple learning preferences are offered

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Flagship Strategy 1: Student Learning “bringing it all together”

• Victorian Essential Learning Standards

• Curriculum Planning Guidelines

• Principles of Learning and Teaching

• Assessment framework

• Reporting

• Knowledge Bank

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OUR EDUCATIVE PURPOSE

What is powerful to

learn?

VictorianEssential Learning

Standards

What is powerful learning and

what promotes it?

Principles ofLearning

and Teaching

LEARNER

How do we know it has been learnt?

Assessment Advice

Who do we report to?

StudentsParents

CommunitySystem

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What is powerful to learn?

VictorianEssential Learning

Standards

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What is it powerful to learn?Victorian Essential Learning Standards

Interrelated Strands: Physical, Personal and Social Learning

Discipline-based Learning Interdisciplinary Learning DomainsDimensions Standards

Post Compulsory Education and Training

VCE: Victorian Certificate of Education VCAL: Victorian Certificate of Applied LearningBoth certificates include VET (Vocational Education and Training) in Schools programs.

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Three interwoven purposes of schooling.

Students will leave school with the capacity to:

• manage themselves as individuals and in relation to others

• understand the world in which they live

• act effectively in that world.

Victorian Essential Learning Standards

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Structure of the Victorian Essential Learning Standards

• Three strands • Domains with 2 – 3 dimensions for most domains• A learning focus statement for each domain• The learning focus outlines the learning that students need to focus on and suggest appropriate learning experiences • Standards written for dimensions• The standard describes essential knowledge, skills and behaviours

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• Prep to Year 4 (Early Years) - laying the foundations

• Years 5 to 8 (Middle Years) - building breadth and depth

• Years 9 & 10 (Later Years) - developing pathways

Victorian Essential Learning Standards Overview, 2005 (page 2)

Stages of Learning

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Three core, interrelated strands:

Physical, Personal and Social Learning

Discipline-based Learning

Interdisciplinary Learning

Victorian Essential Learning Standards Overview, 2005 (page 6)

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Knowledge, skills and behaviours in:

• Health and Physical Education

• Interpersonal Development

• Personal Learning

• Civics and Citizenship

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Discipline-based LearningKnowledge, skills and behaviours in:

• The Arts

• English

• LOTE

• Humanities

• Mathematics

• Science

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Interdisciplinary LearningKnowledge, skills and behaviours in:

• Communication

• Design, Creativity and Technology

• Information and Communications Technology

• Thinking

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-an example -


PERSONAL LEARNING

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Personal Learning Domain

This domain supports the development of autonomous learners, with a positive sense of themselves as learners, by providing all learners with the knowledge, skills and behaviours to: • develop an understanding of their strengths and potential • learn with and from peers, which includes seeking and responding appropriately to feedback • increasingly manage their own learning and growth by monitoring their own learning and setting their own learning goals • develop skills of goal setting and time and resource management • develop resilience and dispositions which support learning • recognise and enact the learning principles within and beyond the school

(Victorian Essential Learning Standards website: Personal Learning Pages 4 and 5).

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Personal Learning Domain

LEVEL LEARNING FOCUS STANDARDS

1 Yes No

2 Yes No

3 Yes Yes

4 Yes Yes

5 Yes Yes

6 Yes Yes

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Personal Learning Dimensions

This domain has two dimensions

The individual learner

Managing personal learning

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Personal Learning- Learning focus -

This domain has a learning focus statement at each level. Outline the learning that students need to focus on if they are to progress in the domain and achieve standards at the levels where they apply

Suggest appropriate learning experiences rather than defining a syllabus or prescribing specific teaching methods

(Victorian Essential Learning Standards website: Personal Learning. Pages 8,10,12,14,16 ,18)

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Personal Learning StandardsNote the progressive nature of the standard

Managing personal learningAt Level 3 set short-term, achievable goals and make and justify some decisions about their learning. They complete short tasks by planning and allocating appropriate time and resources. Students demonstrate a positive attitude towardstheir learning.

(Victorian Essential Learning Standards website: Personal Learning Page 13)

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Managing personal learningAt Level 4 students monitor and describe progress in their learning. They negotiate learning improvement goals andjustify the choices they make about their own learning.Students develop and implement plans to complete tasks within externally imposed time frames.

(Victorian Essential Learning Standards: Personal Learning doc. Page 15)

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Managing personal learningAt Level 5 students set realistic short- and long-term learning goals within a variety of tasks and describe their progresstowards these. They complete tasks within set time frames, prioritising their available time, demonstrating motivation, and considering both their own and others’ needs when makingdecisions about suitable learning processes.


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Managing personal learningAt Level 6 students monitor their progress as learners, initiate personal learning goals and negotiate appropriate courses of action to achieve them. They use a range of learning strategies, as appropriate, in given contexts. Students allocate appropriate time and resources to manage competing priorities and complete tasks within set time frames. They use complex processes andstrategies to meet the demands of tasks. Students make informed learning decisions based on ethical considerations, including the impact of such choices on themselves and others.


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What is powerful learning and what promotes it?

Principles ofLearning

and Teaching

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Principles of Learning and Teaching P-12

1. The learning environment is supportive and productive

2. The learning environment promotes independence, interdependence and self-motivation

3. Students’ needs, backgrounds, perspectives and interests are reflected in the learning program

4. Students are challenged and supported to develop deep levels of thinking and application

5. Assessment practices are an integral part of teaching and learning

6. Learning connects strongly with communities and practice beyond the classroom

What promotes powerful learning?

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6. Learning connects strongly with communities and practice beyond the classroom.

In learning environments that reflect this principle the teacher

6.1 supports students to engage with contemporary knowledge and practice

6.2 plans for students to interact with local and broader communities and community practices

6.3 uses technologies in ways that reflect professional and community practices.

What promotes powerful learning?- components of each Principle -

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This component IS demonstrated by teachers:

• Linking the classroom with the community by arranging incursions or excursions to a variety of venues, including studies of the local environment, surveys in the local community and local industry visits.

• Basing sequences of work around local or global community projects, such as environmental maintenance or studies of local industries or social groups

• Using parents with special expertise to provide input or support in a topic • Arranging links and collaboration with other schools and classrooms or

professional institutions, through the internet • Targeting individual students to take advantage of camps or conferences.

What promotes powerful learning?- unpacking the component -

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The component IS NOT demonstrated when:

• Units of work are entirely bound within the walls of the classroom. • Little or no use is made of the school ground or local neighbourhood for exploration of, for instance, plant reproduction and growth, discussions

of structures and design of SOSE and civics investigative surveys. • Excursions are not effectively integrated with the curriculum. • Concerns of the local community (eg. environmental, or consumer based)

are not raised, nor are the class's studies communicated to parents or the local community.


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6.2 plans for students to interact with local and broader communities and

community practices Examples to illustrate the component: • Students are encouraged to develop a network of contacts within the school and wider community to access

information and to solve problems • Year 5/6 students interact with a local engineer in pursuing an integrated project focusing on the design and

construction of a go cart for a state wide competition. • Students are taught the skills to organise their own work experience placement • Students participate in an Enterprise Education project to raise the notion and value of paid and unpaid work • A Year 9 unit on motion involves a trip to the local fun park where students take measurements of the

acceleration and speed of rides with data logging equipment. The students take the measurements back to school to analyse.

• Links outside the classroom might include: - Visiting speakers and practitioners - Online collaborative projects - Student projects that draw on community resources - Displays in local shopping centres - Entry of students into competitions - Reports in local newspapers - Family collaborative learning evenings - Excursions - Local environmental community action projects


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How do we know it has been learnt?

Assessment Advice

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Assessment is the process of gathering and interpreting evidence of learning to make informed decisions about how well students are progressing.

Assessment for learning – occurs when teachers use their inferences about student learning to inform their teaching (formative)Assessment as learning - occurs when students reflect on and monitor their progress to inform their future learning goals (formative)Assessment of learning – occurs when teachers use evidence of student learning to make judgments about student achievement against goals and standards (summative)

How do we know if it has been learnt?

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Achievement gains associated with the use offormative assessment have been characterised among the largest ever reported for educational interventions (OECD, 2005).

The gains are usually greater for lower achieving students and so reduce the range of achievements while raising achievement overall (OECD, 2005).

How do we know if it has been learnt?

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StudentsParents

CommunitySystem

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Reporting is the process by which assessment informationis communicated in ways that assist students, parents, teachers and the system in making decisions by providing information about what students know and can do, alongwith recommendations for their future learning.

(http://www.sofweb.vic.edu.au/blueprint/fs1/reporting.asp)

From 2006, all government schools will be assessing and reporting against the Victorian Essential Learning Standards. A transition model has been developed to assist schools move towards full implementation in 2008.

(http://www.sofweb.vic.edu.au/studentreports)


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Minimum ExpectationsTo report against the Standards in:EnglishMathematicsOther subjects to be reported against the CSFWritten reports to parents at least twice a yearTwo Parent/Teacher interviewsSchools will report against a combination of CSF and the Essential Learning StandardsSome schools may opt to use the new parent reporting processes

Minimum ExpectationsTo report against the Standards in:

EnglishMathematicsHealth & Physical EducationPersonal LearningCivics & CitizenshipHumanities (Economics, Geography, History)CommunicationICTOther subjects to be reported against the CSFWritten reports to parents at least twice a yearTwo Parent/Teacher interviewsAll schools will use the new reporting proformas

Minimum ExpectationsTo report against the Standards in all domains:EnglishMathematicsHealth & Physical EducationPersonal LearningCivics & CitizenshipHumanities – EconomicsHumanities – GeographyHumanities - HistoryCommunicationICTInterpersonal developmentThe ArtsLanguages Other Than EnglishScienceDesign, Creativity & TechnologyThinkingWritten reports to parents at least twice a year Two Parent/Teacher interviewsFull implementation of the new parent reporting processes

2006New Student Reports Transition Model 2006 – 2008

2007 2008

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Achievement against the Essential Learning Standards in relevant domains

Progress made in the preceding 12 months

Achievement against the expected level of performance

5 point descriptive scale (A – E)

Written comments about the student’s- strengths- achievements- areas for improvement/future development

(http://www.sofweb.vic.edu.au/studentreports)

What will the new parent reporting processes look like from 2007?

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Sample Secondary Report Card

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Requires whole school curriculum

planning

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A whole school curriculum planning framework

• Three strands equally important, interrelated, cannot be planned in isolation

• Schools determine how best to weave the strands of essential learning together

• Use context of school priorities and students’ needs

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Our challenge/s….Our challenge/s….

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OPTION 1

InterDisciplinary

Learning

PhysicalPersonalSocial

Learning

Discipline Based Learning

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OPTION 2

Integrated/InquiryApproach:

Key Questions orThemes

PhysicalPersonal

SocialLeaning

InterdisciplinaryLearning

Discipline Learning

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OPTION 3

Extended Investigative Projects/Subjects

Inter-Disciplinary

Learning

DisciplinaryLearning

PhysicalSocial

PersonalLearning

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Whole school curriculum planning

There is, however, no single approach. Schools have responsibility for, and control over, the educational program they develop to enable their students to achieve the standards.

No matter which option is used, the school must ensure that students' learning experiences throughout the year will enable them to meet the full range of standards which apply to the level in which they are involved.

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Evolution or revolution

Steady as she goes…with as little tinkering as possible.

Continue with process of curriculum change…we have already begun and incorporate changes as needed.

As a catalyst to reconceptualise the curriculum…a big bang or evolutionary change?

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What support is available?

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Planningfor

Student Learningusing the

Curriculum Planning Guidelineshttp://www.sofweb.vic.edu.au/blueprint/fs1/guidelines

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Phase 1: Understanding the context

This phase involves an audit of the current curriculum provision and includes an analysis of all relevant information to set the context for future curriculum planning that will best support student learning.

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Values, Beliefs and Understandings

• Educative purpose, Victorian Essential Learning Standards, Pedagogy, Assessment, DE&T requirements (audit & familiarisation tools)

Community Partnerships• Parents, Local, Global

Learner Profile• Student diversity• Stages of learning• Learning outcomes• Pathways• Engagement and wellbeing

Phase 1: Understanding the Context

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Curriculum Audit WorkshopCurriculum Audit Workshop ToolPurpose: This workshop is designed to be used at a meeting of the whole staff. It enables teachers to audit the school’s curriculum, to see which domains and dimensions of the Victorian Essential Learning Standards are currently incorporated. This audit will help staff to become familiar with the Victorian Essential Learning Standards and will inform future curriculum planning.Process: This audit activity is designed to be used at a meeting of the whole staff. Prepare 16 large sheets of paper– one for each domain of the Victorian Essential Learning Standards. Each should have the strand, domain and associated dimensions written at the top. For example-

Strand: Physical, Personal and Social LearningDomain: Civics and Citizenship

This domain includes two dimensions – civic knowledge and understanding and community engagement.

The Victorian Essential Learning Standards (online or hard copies) should be available if needed as a reference for teachers during this activity.Provide each teacher with “sticky notes” Each teacher should look around the room at the 16 domain sheets and think about what programs* in their work with students would enable these domains to be addressed. If a sticky note does not seem to belong on any domains, place it on a separate sheet of paper for later discussion.Teachers write the title and level/s of each of these program/s* on a sticky note, along with their name or initials. They then place the sticky notes on the sheet of paper under the appropriate domain. Note: one program may need to be placed under several domains. (Hint: teachers could use different coloured sticky notes for programs at different levels, and use another colour for multi-level or whole school programs) ………………..

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Phase 2: Planning and Resourcing

This phase involves interpreting the Victorian Essential Learning Standards and the post-compulsory frameworks to create a curriculum plan that has a clear focus on what is to be learnt, how learning will occur and how it will be assessed. Consideration is given to organisational structures and resourcing that account for student diversity.

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Phase 2: Planning and ResourcingWhole school level

Values, Beliefs & Community Learner Understandings Partnerships Profile

Resource & OrganisationalIssues

StudentDiversity

DesignOptions

Planning forImplementation

Whole SchoolPlanningTemplates

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Checklist for processes and strategies when Curriculum Planning

Victorian Essential Learning Standards What processes are in place to encourage teachers to work together and share responsibility for planning?This checklist tool contains some suggested processes and strategies to make it easier for teachers to work together in planning curriculum.

Process or strategy Yes/No Comments

Formation of staff into Professional Learning Teams

Teacher accommodation – staff room allocation

Regular planning meetings of the Professional Learning Teams – Where? When? Who?

Use of the school’s intranet

Gathering and sharing information about students

Regular discussion about progress of students

Other (List other processes and strategies here)

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Phase 2: Planning and Resourcing

Values, Beliefs & Community Learner Understandings Partnerships Profile

Possible Models

Planning Process

Course/unit Planning Templates

Stages ofLearning

StudentDiversity

Program and student groupings level

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Students

Values, beliefs and understandings Victorian Essential Learning Standards

Assessment Principles of Learning and Teaching

Key learning ideas Additional information about students

Domains, dimensions, standards and level focus

Learning sequence Learning experiences

Building a picture

Planning to support learning

Planning the detail

Students

Values, beliefs and understandings Victorian Essential Learning Standards

Assessment Principles of Learning and Teaching

Key learning ideas Additional information about students

Domains, dimensions, standards and level focus

Learning sequence Learning experiences

Building a picture

Planning to support learning

Planning the detail

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Whole School Program and student groupings

Individual

Primary

Secondary

P – 12

Special

Prep

Years 1 & 2

Years 3 & 4

Years 5 & 6

Years 7 & 8

Years 9 & 10

Years 11 & 12

Prep

Years 1 & 2

Years 3 & 4

Years 5 & 6

Years 7 & 8

Years 9 & 10

Years 11 & 12

Phase 3: Implementation

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Students are the focus of planningStudent diversity Alignment between what is essential to learn, pedagogy, assessment and reporting.Requires whole school planning

What are the key messages?

1 Strategic Partnerships Program 2006-2008 Regional Briefings 7, 8 and 9 September 2005.

Documents

Transcript of 1 Strategic Partnerships Program 2006-2008 Regional Briefings 7, 8 and 9 September 2005.