1 Strategic Partnerships Program Regional Briefings 7, 8 and 9 September 2005

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

3 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.

4 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.

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

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

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

8 A National and International Context What are others doing?

9 Tasmanian Essential Learnings Thinking Communicating Personal Futures Social Responsibility World Futures

10 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 Environments and technologies Active citizenship Multiliteracies and communications media Queensland Essential Learnings

11

12 What would a future curriculum look like? Learning would be structured mainly through projects. Some projects would be individual, while many would be group-based. The Creative Age - Knowledge and Skills for the New Economy. DEMOS 1999.

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

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

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

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

17 Skills would be revisited and practised over time, so that knowledge gained earlier in an educational career could be applied creatively to new problems. The Creative Age - Knowledge and Skills for the New Economy. DEMOS 1999.

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

19 If all the curriculum documents in the world were destroyed … what would be important for students to learn?

20 The Victorian Context Where are we heading?

21 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?

22 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

23 The Context: Teacher Opinions CSF (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”

24 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

25 Lessons from others Sustainable curriculum change 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

26 FLAGSHIP STRATEGY 1 STUDENT LEARNING

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

28 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

29 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

30 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 Parents Community System

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

32 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.

33 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

34 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

35 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

36

37 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)

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

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

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

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

42 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).

43 Personal Learning Domain LEVELLEARNING FOCUSSTANDARDS 1YesNo 2YesNo 3Yes 4 5 6

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

45 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)

46 Personal Learning Standards Note the progressive nature of the standard Managing personal learning At 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 towards their learning. (Victorian Essential Learning Standards website: Personal Learning Page 13)

47 Personal Learning Standards Note the progressive nature of the standard Managing personal learning At Level 4 students monitor and describe progress in their learning. They negotiate learning improvement goals and justify 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)

48 Personal Learning Standards Note the progressive nature of the standard Managing personal learning At Level 5 students set realistic short- and long-term learning goals within a variety of tasks and describe their progress towards these. They complete tasks within set time frames, prioritising their available time, demonstrating motivation, and considering both their own and others’ needs when making decisions about suitable learning processes. (Victorian Essential Learning Standards: Personal Learning doc. Page 17)

49 Personal Learning Standards Note the progressive nature of the standard Managing personal learning At 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 and strategies 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. (Victorian Essential Learning Standards: Personal Learning doc. Page 19).

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

51 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?

52 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 -

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

plans for students to interact with local and broader communities and community practices 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. What promotes powerful learning? - unpacking the component -

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 What promotes powerful learning? - unpacking the component -

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

57 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?

58 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?

59 OUR EDUCATIVE PURPOSE Who do we report to? Students Parents Community System

60 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. ( 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 ( Who do we report to?

61 Minimum Expectations To report against the Standards in: English Mathematics Other subjects to be reported against the CSF  Written reports to parents at least twice a year  Two Parent/Teacher interviews  Schools will report against a combination of CSF and the Essential Learning Standards  Some schools may opt to use the new parent reporting processes Minimum Expectations To report against the Standards in: English Mathematics Health & Physical Education Personal Learning Civics & Citizenship Humanities (Economics, Geography, History) Communication ICT Other subjects to be reported against the CSF  Written reports to parents at least twice a year  Two Parent/Teacher interviews  All schools will use the new reporting proformas Minimum Expectations To report against the Standards in all domains: English Mathematics Health & Physical Education Personal Learning Civics & Citizenship Humanities – Economics Humanities – Geography Humanities - History Communication ICT Interpersonal development The Arts Languages Other Than English Science Design, Creativity & Technology Thinking  Written reports to parents at least twice a year  Two Parent/Teacher interviews  Full implementation of the new parent reporting processes 2006 New Student Reports Transition Model 2006 –

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

63

64 Sample Secondary Report Card

65 Requires whole school curriculum planning

66 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

67 Our challenge/s….

68 OPTION 1 Inter Disciplinary Learning Physical Personal Social Learning Discipline Based Learning

69 OPTION 2 Integrated/Inquiry Approach: Key Questions or Themes Physical Personal Social Leaning Interdisciplinary Learning Discipline Learning

70 OPTION 3 Extended Investigative Projects/Subjects Inter- Disciplinary Learning Disciplinary Learning Physical Social Personal Learning

71 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.

72 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?

73 What support is available?

74 Planning for Student Learning using the Curriculum Planning Guidelines

75

76 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.

77 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

78 Curriculum Audit Workshop Curriculum Audit Workshop Tool Purpose: 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 Learning Domain: 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) ………………..

79 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.

80 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

81 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 strategyYes/NoComments 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)

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

83

84 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

85 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?

86