1. FLAGSHIP STRATEGY 1 STUDENT LEARNING

2. In this session Build on current knowledge of the Victorian Essential Learning Standards, the Principles of Learning and Teaching, Assessment and Reporting Advice to support future decision making Provide an overview of the Curriculum Planning Guidelines as a primary resource to support curriculum decision making by schools, particularly in the implementation of the Victorian Essential Learning Standards

3. Recognising and responding to diverse student needs Blueprint for Government Schools, 2003 (page 2) Student Learning

4. 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 particular cohorts of students ensure that multiple learning preferences are offered

5. OUR EDUCATIVE PURPOSE What is powerful to learn? Victorian Essential Learning Standards What is powerful learning and what promotes it? Principles of Learning and Teaching LEARNER How do we know it has been learnt? Assessment Advice Who do we report to? Students Teachers Parents Community System

6. OUR EDUCATIVE PURPOSE What is powerful to learn? Victorian Essential Learning Standards

7. What is it powerful to learn? Victorian Essential Learning Standards Interrelated Strands: Physical, Personal and Social Learning Discipline-based Learning Interdisciplinary Learning Domains Dimensions Standards Post Compulsory Education and Training VCE: Victorian Certificate of Education VCAL: Victorian Certificate of Applied Learning Both certificates include VET (Vocational Education and Training) in Schools programs.

8. 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

10. Victorian Essential Learning Standards Three core, interrelated strands: Physical, Personal and Social Learning Discipline-based Learning Interdisciplinary Learning Victorian Essential Learning Standards Overview, 2005 (page 6)

11. Physical, Personal and Social Learning Knowledge, skills and behaviours in: Health and Physical Education Interpersonal Development Personal Learning Civics and Citizenship

12. Discipline-based Learning Knowledge, skills and behaviours in: The Arts English LOTE The Humanities Mathematics Science

13. Interdisciplinary Learning Knowledge, skills and behaviours in: Communication Design, Creativity and Technology Information and Communications Technology Thinking Processes

14. Victorian Essential Learning Standards -an example - Physical, Personal and Social Learning PERSONAL LEARNING

15. Personal Learning Domain ACTIVITY 1 Each pair/group has been given an envelope with all the standards from across all levels of the Personal Learning domain enclosed in random order. Each pair/group is to sort all of the standards into their correct order from the Level 1 to Level 6.

16. 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 seek and respond appropriately to feedback from their teachers, peers and other members of the community develop skills of goal setting and time and resource management increasingly manage their own learning and growth by monitoring their learning, and setting and reflecting on their learning goals learn to understand and to manage their own emotions develop resilience and dispositions which support learning recognise and enact learning principles within and beyond the school prepare for lifelong learning. (Victorian Essential Learning Standards website: Personal Learning Pages 4 and 5).

17. Personal Learning Domain LEVELLEARNING FOCUS STANDARDS 1YesNo 2YesNo 3Yes 4 5 6

18. Personal Learning Dimensions This domain has two dimensions The individual learner Managing personal learning

19. 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)

20. Personal Learning Standards Note the progressive nature of the standard Managing personal learning At Level 3, students set short-term, achievable goals in relation to specific tasks. They complete short tasks by planning and allocating appropriate time and resources. They undertake some multi-step, extended tasks independently. They comment on task progress and achievements. They manage their feelings in pursuit of goals and demonstrate a positive attitude towards their learning. (Victorian Essential Learning Standards website: Personal Learning http://vels.vcaa.vic.edu.au/essential/personal/learning/level3.html )

21. Personal Learning Standards Note the progressive nature of the standard Managing personal learning At Level 4, students develop and implement plans to complete short-term and long-term tasks within timeframes set by the teacher, utilising appropriate resources. They undertake some set tasks independently, identifying stages for completion. They describe task progress and achievements, suggesting how outcomes may have been improved. They persist when experiencing difficulty with learning tasks. They seek and use learning support when needed from peers, teachers and other adults. They practise positive self talk. They demonstrate a positive attitude to learning within and outside the classroom. (Victorian Essential Learning Standards: Personal Learning doc. Page 15)

22. Personal Learning Standards Note the progressive nature of the standard Managing personal learning At Level 5, students set realistic short-term and long-term learning goals within a variety of tasks and describe their progress towards achieving these. They complete competing short, extended and group tasks within set timeframes, prioritising their available time, utilising appropriate resources and demonstrating motivation. They initiate and undertake some tasks independently, within negotiated timeframes. They review the effectiveness of the management of tasks, identifying successes and suggesting strategies that would improve outcomes. They develop and use criteria to evaluate their work, and use these criteria to make appropriate refinements. They demonstrate a positive and structured approach to learning, identifying and using effective strategies that assist with study, both at school and at home. (Victorian Essential Learning Standards: Personal Learning doc. Page 17)

23. Personal Learning Standards Note the progressive nature of the standard Managing personal learning At Level 6, students initiate personal short-term and long-term learning goals and negotiate appropriate courses of action to achieve them. Students allocate appropriate time and identify and utilise appropriate resources to manage competing priorities and complete tasks, including learner-directed projects, within set timeframes. They initiate and negotiate a range of independent activities with their teachers, providing progress and summative reports for teachers and stakeholders. They monitor and evaluate the effectiveness of their task and resource management skills, reflecting on their progress and suggesting and implementing appropriate management strategies for improvement…….. ( Victorian Essential Learning Standards: Personal Learning doc. Page 19)

24. 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

25. ACTIVITY 2 Focus on a particular stage of learning Highlight the key points What supports and challenges your values, beliefs and understandings about this stage of learning? Stages of Learning

26. OUR EDUCATIVE PURPOSE What is powerful learning and what promotes it? Principles of Learning and Teaching

27. 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?

28. ACTIVITY 3 Read through all of the Principles of Learning and Teaching. Read through the descriptors on the handout. These descriptors are not in order. Draw a line linking each Principle to the matching descriptor.

29. What promotes powerful learning? - an example - ACTIVITY 4 3.Students’ needs, backgrounds, perspectives and interests are reflected in the learning program. How is this Principle demonstrated in your learning program?

30. 3. Students’ needs, backgrounds, perspectives and interests are reflected in the learning program. In learning environments that reflect this principle the teacher 3.1 uses strategies that are flexible and responsive to the values, needs and interests of individual students 3.2 uses a range of strategies that support the different ways of thinking and learning 3.3 builds on students’ prior experiences, knowledge and skills 3.4 capitalises on students’ experiences of a technology rich world. What promotes powerful learning? - components of each Principle -

31. 3.2 The teacher utilises a range of teaching strategies that support different ways of thinking and learning. This component is demonstrated by teachers: Providing variations in tasks to allow student choice on mode of presentation or type of approach ….. The component is NOT demonstrated when: All students cover the same material with few opportunities for varied work ….. Examples to illustrate the component: A teacher surveys students to determine their learning preferences and Styles..... What promotes powerful learning? - the Principles of Learning and Teaching unpacked -

32. OUR EDUCATIVE PURPOSE How do we know it has been learnt? Assessment Advice

33. Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning. 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?

34. Achievement gains associated with the use of formative 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?

35. OUR EDUCATIVE PURPOSE Who do we report to? Students Teachers Parents Community System

36. Reporting is the process by which assessment information is communicated in ways that assist students, parents, teachers and the system in making decisions by providing information about what students know and can do, along with recommendations for their future learning. (http://www.sofweb.vic.edu.au/blueprint/fs1/reporting.asp) Assessment and reporting against English and Maths standards in 2006 to parents and system. (http://www.sofweb.vic.edu.au/blueprint/fs1/guidelines/bulletin.asp) Who do we report to?

37. DE&T will seek to promote school and sector reporting on student achievement which addresses: the progress the student has made over the relevant period (term, semester, year) how well the student is progressing in relation to what is expected at that year level, including in terms of any national benchmarks which apply what the student, the parent and the teacher need do to improve that student's performance. (http://vels.vcaa.vic.edu.au/reporting/index.html) What will reports address?

38. Requires whole school curriculum planning

39. construct curriculum in line with the Victorian Essential Learning Standards and the Post Compulsory Education and Training Pathways provide curriculum planning considerations – Principles of Learning and Teaching, assessment processes, reporting practices and the Knowledge Bank ensure that curriculum planning takes into account student diversity, organisational arrangements and resourcing promote discussion about curriculum issues and build on planning processes provide tools to support curriculum planning in schools Curriculum Planning Guidelines

40. Curriculum Planning Model www.sofweb.vic.edu.au/blueprint/fs1/guidelines

41. 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

42. Phase 2: Planning and Resourcing Whole school level Values, Beliefs & Community Learner Understandings Partnerships Profile Resource & Organisational Issues Student Diversity Design Options Planning for Implementation Whole School Planning Templates

43. Possible Models Planning Process Course/unit Planning Templates Stages of Learning Student Diversity Values, Beliefs & Community Learner Understandings Partnerships Profile Program and student groupings level Phase 2: Planning and Resourcing

44. Whole SchoolProgram 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

45. 2005 - Year of validation July – Dec 2005 Development of whole school curriculum plan Planning for assessment and reporting against English and Maths standards in 2006 Implementation of revised programs and reporting for English and Maths Ongoing planning at program/cohort level for assessment and reporting against all domains 2006 March – June 2005 Familiarisation with the Standards, PoLT, assessment Audit against current practice Suggested short-term implementation timeline

46. Students are the focus of planning Student diversity Alignment between what is essential to learn, pedagogy, assessment and reporting. Requires whole school planning What are the key messages?