1. FLAGSHIP STRATEGY 1 STUDENT LEARNING Focus on English

2. Purpose An opportunity to reflect on your current English program in the light of Victorian Essential Learning Standards Principles of Learning and Teaching Assessment Advice Reporting Advice and to identify considerations for future curriculum planning

3. 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 Colleagues Community System

4. VALUES, BELIEFS AND UNDERSTANDINGS ABOUT English What is it essential and powerful to learn in English? Victorian Essential Learning Standards English Domain What does powerful learning and teaching look like in English? Principles of Learning and Teaching LEARNER What are effective assessment practices in English? Assessment Advice Who do we report to? Students Parents Colleagues Community System

5. Reflecting on current English programs What do you see as the strengths of your program? What aspects would you like to improve? How do your students and parents respond to the program? What do they think are the strengths? How would they like it improved?

6. Victorian Essential Learning Standards Discipline-based Learning English Read the introduction to the English domain Highlight the main points Create a concept map that identifies the main points

7. Victorian Essential Learning Standards Discipline-based Learning English Select a level/s of the English domain that best represents your class Read the learning focus statement and standards Add any further detail to your concept map

8. Reflecting on your current English program and the Victorian Essential Learning Standards Consider your current English program What is already being covered? Where are the gaps? What do you cover that is not in the standards?

9. Victorian Essential Learning Standards Interdisciplinary Learning Read the introductions to the following Interdisciplinary domains Communication Information and Communications Technology (ICT) Design, Creativity and Technology Thinking Processes Highlight the main points Make connections between these domains and English on your concept map

10. Victorian Essential Learning Standards Physical, Personal and Social Learning Read the introductions to the following Physical, Personal and Social domains Health and Physical Education Personal Learning Interpersonal Development Civics and Citizenship Highlight the main points. Make connections between these domains and English on your concept map

11. Victorian Essential Learning Standards Discipline-based domains Read the introductions to the other discipline-based domains as appropriate for your English program The Arts Mathematics The Humanities: History, Geography, Economics LOTE English Science Highlight the main points. Make connections between these domains and English

12. 12 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?

13. Principles of Learning and Teaching Reflecting on your current English program Consider your current English program Which principles are strongly reflected in your program? Which principles could be incorporated?

14. 14 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?

15. Assessment advice Reflecting on your current English program Consider your current English program What assessment approaches are being used to inform teaching (assessment for learning)? What assessment approaches are students using to monitor their learning (assessment as learning)? What assessment approaches are used to make judgements on student learning (assessment of learning)?

16. Reflecting on your current English program What assessment practices do you currently have in English? What information does this give you? Does it enable you to plan for future English learning? Does it provide you with enough information to evaluate student performance against the standards?

17. Reporting When will we be required to report on English? How will we make a judgement against the standards? What support will be available? Do we have to use the new student reports forms in 2006? Where can I get more information on assessment and reporting?

18. Future planning Identify strategies required to successfully audit, plan and implement the English domain What do we need to start doing? What needs to be strengthened? What can we stop doing? What professional learning is required? How will the program be documented? Record the main ideas