DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING (Insert appropriate images as selected from Image palette) Learning Design using the renewed NT Curriculum Framework April 2008

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Contents of this video 1.Intended outcomes of piloting 2.Gathering baseline data of perceptions 3.Why change the current NT Curriculum Framework 4.The renewed NT Curriculum Framework model and features 5.Contextualising the renewed NTCF in DEET initiatives through the Teachers Story 6.Overview to the Learning Design Model

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 1. Intended Outcomes of Piloting Know and understand Similarities and differences between current and renewed NT Curriculum Framework Similarities and differences between learning design process and current processes What aspects of both documents enable better learning design and assessment Be able to use the learning design process to develop a learning sequence or program with a focus on: Using the renewed NT Curriculum Framework to identify what learners need to learn Using the renewed NT Curriculum Framework to describe how you will know learners have demonstrated the targeted / expected outcomes Using the NT Curriculum Framework to make judgments about the learning achievements Provide content, structure, perception and level of use feedback to Expert Focus Groups

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 2. Gathering baseline data of our perceptions and use of the NTCF Stages of Concern question Stages of Concern continua Using the data to inform professional learning needs

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Gathering baseline data: What are our perceptions? “A concern is a perception, idea, thought or feeling and can be positive or negative”

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING What are your concerns? On separate pieces of paper or in an with headers for each question, please answer the following questions and send your responses to Level 3: When you think about planning using the current NTCF what are your concerns? Level 4: When you think about assessing using the current NTCF what are your concerns? Both Level 3 and 4 : When you think about designing for learning using the renewed NTCF what are your concerns?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Speaking Notes Slide 3 and 5 Concerns will be coded in relation to the Stages of Concern continuum in the Concerns Based Adoption Model The Stages of Concern information will give pilot coordinators information about the nature of professional support you and teachers in general will need in implementing the new NTCF You will be asked to share your concerns throughout the pilot –Prior to using the new NTCF materials –Immediately following use of the NTCF materials for planning and/ or assessing –At the end of the piloting period Individuals and schools can receive information regarding the nature of concerns throughout the pilot AwarenessInformationPersonalManagementConsequenceCollaborationRefocusing

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Identifying Stages of Concern Stages of ConcernExpressions of Concern Stage 6: Refocusing I have some ideas about something that would work even better. Stage 5: Collaboration I am concerned about relating what I am doing with what my co-workers are doing. Stage 4: Consequence How is my use affecting clients? Stage 3: Management I seem to be spending all of my time getting materials ready. Stage 2: Personal How will using it affect me? Stage 1: Informational I would like to know more about it. Stage 0: Awareness I am not concerned about it. IMPACT TASK SELF Hall & Hord, p. 63

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Speaking Notes Why renew NT Teachers Feedback from teachers 2000 – present indicates that: –Outcomes and indicators are too broad and general –Too much flexibility in content –Indicators are combination of examples, activities, mini-outcomes –Difficult to use to make judgments about student evidence of learning, does not build consistency of judgment –Teachers new to NT need considerable orientation to use the document for purpose intended –Outcomes often selected based on where year level expected to be not where students demonstrating at NT Board of Studies –Asked for a review of the NTCF 5 years after implementation which started in 2001 Federal Government –NT signed commitment to embed National Statements of Learning English, Mathematics, Science, ICT and Civics & Citizenship into curriculum –National Curriculum and National Assessment Program needs to be reflected in documents and documents used to contribute to these reforms

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 3. Why change the current NTCF? NT Teachers –Feedback from teachers NT Board of Studies –Review needed 2006 Federal Government –Agreement National Statements of Learning –Respond to National curriculum and assessment agenda

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 4. The Renewed NT Curriculum Framework Model and Features

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Speaking Notes Teaching and Learning Mirror The current NTCF describes what students need to learn through Outcomes and Indicators The renewed NTCF describes 1) what students need to learn through Learning Progress Maps and 2) support for teachers to enable this learning through Assessment Guidelines and Teaching Map It aims to create a teaching and learning mirror - informing learning design AND making judgments about learning Whilst the hard copy pilot materials do not adequately show this mirror the online environment being developed will allow for these documents to be interconnected

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING What is the renewed NTCF Model? Teaching Support Materials Inform learning design Links to current Layer 2 resources in Explore NT Recommended published resources and Web 2.0 resources Learning Progress Map for Strands Design for Learning packages that scaffold design for multilevel classes Elaborations that scope and sequence knowledge Feedback required on need for further scope and sequence documents for school/ team level planning Make consistent judgments of student learning Outcomes Key Learnings Elaborations with linked Moderated Evidence of Learning Assessment Guidelines Moderated evidence of learning Common assessment tasks Moderation processes

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Speaking Notes – NTCF Structure Outcomes –Describe the integrated learning at the strand level Key Learnings –these are the content standards and describe what we expect to see when a collection of student evidence demonstrates the Solid level of performance. –It is essential to see all these descriptors. –It is intended they will help teachers in making more consistent judgments –If learners are not demonstrating these they are either demonstrating at a lower level or emerging at this level. If learners are demonstrating more than this they are demonstrating at the next level or a comprehensive demonstration Elaborations –these have been scoped and sequenced using a cognitive development model called the Structure of Observed Learning Outcome –They further describe the essential components of the Outcomes

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Features of the Learning Progress Map FeaturesPurpose Outcome Monitoring progress through the Learning Progress Map Integrated learning demonstration expected at the Strand level Key Learnings Make consistent judgments about student evidence of learning over time (approx 2 years) Describes the solid performance level at each Key Growth Point and Band for each Strand Elaborations Scope and Sequence essential knowledge Annotate evidence of learning for making consistent judgments Descriptors organised into what learner need to know and understand and what learners need to demonstrate Organised using elements Moderated evidence of learning at each Band Solid level of performance, Emerging and Comprehensive demonstrations where possible

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Speaking notes Insert Science as Inquiry Learning Progress Map and repeat messages about features Insert Learning Technologies Learning Progress Map and repeat messages about features

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 5. Contextualising the NT Curriculum Framework within DEET and NT Board of Studies Initiatives

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Speaking Notes Teachers Story This table is the teachers story. Like all good stories has chapters with each chapter linking the one previous and the one following. The first chapter identifies the ‘complication’ or issue / problem or area for your investigation as a piloter. For example, will the renewed NTCF help me better plan lessons to improve students writing. You will measure this by looking at student work (Chapter 2 and 3) and communicate these findings to colleagues, piloting team, and students (Chapter 4) The table also shows that the renewed NT Curriculum Framework is one of three system initiatives for supporting teachers to plan and assess learning. These initiatives aim to bring together Curriculum (NTCF), Pedagogy (T&LF) and Assessment (A& R policy) a necessary element of a system that improves student outcomes. As a piloter you will be working across these chapters of the teachers story depending on the level at which you are piloting: At this point I ask you to think about your area for investigation in this pilot. –Level 3 only – Teaching and Learning, Gathering Evidence –Level 4 only – Gathering Evidence, Judging –Level 3 and 4 – all chapters

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Proposed curriculum policy story Teaching and Learning Gathering Evidence Judging and Recording Evidence Feedback and Reporting Renewed NT Curriculum Framework Assessment and Reporting Policy (under development) Using principles of assessment to guide choice of methods and design of assessment Of, As and For learning Making on balance judgments using - NTCF Key Learnings -Moderated samples -Collegial moderation Recording and monitoring student learning, eg CeTool Reporting student learning including A to E reporting Using an evidence based model to provide feedback to learners NT Teaching and Learning Framework Includes the Learning Design Model that incorporates the 8 Learning Management Questions and NT Learning Dimensions

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 6. Learning Design Model 8 Learning Management Questions

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING The Teachers Learning Design Story using the 8 Learning Management Questions Teaching and Learning Gathering Evidence Judging and Recording Feedback and Reporting What do learners already know? How will we know learners have demonstrated the learning outcomes? What do learners already know? How will I inform learner and others of the learner’s progress and achievements? What do learners need and want to be? What resources are needed and available? Who will do what? What will constitute the learning journey? How best do learners learn?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Learning Design Process: 8 Learning Management Questions (Smith,Lynch and Knight,2007) What do learners already know? Where do learners need and want to be? How best do learners learn? What resources are at my disposal? What is the context for learning? What constitutes the learning journey? Who will do what? How will we check to see the learner has achieved the learning outcomes? How will learners and others be informed of the progress?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Learning Management Questions – Aligning curriculum, pedagogy and assessment NT Curriculum Framework (T – 10) NT DEET Teaching and Learning Framework (T-12) Assessment and Reporting Policy and Guidelines How best do learners learn? How will I inform the learner of their progress? What do learners already know? How will we check to see learners have achieved learning outcomes? Where do learners need and want to be? What does the learning journey look like? What is the best context for learning? How best do learners learn this content?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 7. Features of the Teaching and Assessment Support Materials Science as Inquiry English Writing Mathematics Spatial Sense Learning Technologies: Communicating through Publishing, Performing, Producing

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Speaking Notes Teaching and Learning Mirror Features The following slides show what this teaching and learning map model looks like through actual materials Slide – Science as Inquiry Slide – English Writing Slide – Maths Spatial Sense –Learning progress map – go to actual doc to show how this is one part of NTCF with other being KGP/Band per page –Teaching Support Materials – published and locally developed eg Design for Learning –Assessment Support Materials – evidence of learning samples, published rubrics, eg NAPLAN Slide – an explanation of Design for Learning Materials Slide - links to Explore NT products Slide – links to NT teacher developed scope and sequence documents Slide – links to published scope and sequence document –Invite science piloters to give feedback on benefits of these

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING What is the renewed NTCF Model? Teaching Support Materials Inform learning design Links to current Layer 2 resources in Explore NT Recommended published resources and Web 2.0 resources Learning Progress Map for Strands Design for Learning packages that scaffold design for multilevel classes Elaborations that scope and sequence knowledge Feedback required on need for further scope and sequence documents for school/ team level planning Make consistent judgments of student learning Outcomes Key Learnings Elaborations with linked Moderated Evidence of Learning Assessment Guidelines Moderated evidence of learning Common assessment tasks Moderation processes

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Example of Pilot Materials Science As Inquiry Learning Progress Map Strand: Science As Inquiry Teaching Support Materials Assessment Support

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Example of Pilot Materials English Writing Learning Progress Map Writing Teaching Support Materials Assessment Support

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Example of Pilot Materials Mathematics Spatial Sense Learning Progress Map Strand: Spatial Sense Teaching Support Materials Assessment Support Van Hiele Levels 0 Visualisation (Approx KGP levels to Band 1) 1 Analysis/Description (Approx Bands 1 – 2) 2 Abstraction Informal Deduction (Approx Bands 3 – 4) 3 Deduction Formal Logic (Approx Bands 4 - 5) 4 Rigor / Principles (Band 5+ / University student)

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Example of Pilot Materials Learning Technologies – Communication through Publishing, Performing, Producing Learning Progress Map Element: Learners consider audience and purpose when designing and producing a multimedia presentation or performance. Teaching Support Materials Assessment Support Learning Federation Learning Objects Explore NT or

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Teacher Support Materials: Design For Learning packages Purpose: Guide for designing for learning for multilevel classes Contents: Assessment task Marking Guide / Rubric Samples of student evidence of learning Use of 8 Learning Management Questions to scaffold teachers to design to improve learning Audience: Teachers who want a ‘design’ guide

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Teaching Support Materials: From Explore NT Published resources NT teacher developed resources linked to NTCF NT teacher developed programs

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Teaching Support Materials: For School / Team Level Planning English Writing Examples Grammar scope and sequence Word Study Scope and Sequence

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Teaching Support Materials: For School / Team/ Faculty Level Planning A scope and sequence of conceptual development in relation to understanding states of matter in Science Natural Processed Materials Strand. DET Victoria, Victorian Essential Learning Standards science

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Teaching Support Materials: Web 2.0 Links to useful websites that expand on content e.g. Science Links to Learning Federation Learning Objects e.g Science Link to interactive online spaces Wikis Blogs Teacher TV Teacher Tube

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Contacts General / Learning Design Model / Planning for Learning/ Stages of Concern responses OR English Mathematics Science Learning Technologies

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 8. Understanding and using the 8 Learning Management Questions to design for learning

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Current planning for learning cycle Current NTCF planning and assessment cycle What is your personal planning and programming cycle? Starting point Questions you ask and answer What you record

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 8 Learning Management Questions – a process for designing for learning What do learners already know? What do learners need and want to be? How best do learners learn? What resources are at my disposal? What is the context for learning? What constitutes the learning journey? Who will do what? How will we check to see the learner has achieved the learning outcomes? How will learners and others be informed of the learner’s progress?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Comparing Learning Design experiences Current Model Differences Similarities between my model and the 8 Learning Management Questions Learning Design Process Differences

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Getting started What’s your starting point for this learning sequence or program? Student evidence of learning or student reports Student interest, question Context opportunity, eg school or community event, NAP testing, a competition School curriculum map Teacher identified need

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING What do learners already know? DataSources availableWhat I have What I need NTCF Reports DEET Schools CeTool Analysis Table in Planning Module BIC Reports 1.2b, 3.1b, 3.2b, 3.3b MAP Reports 2007 Writing Item Analysis Report Writing Raw Score Report Student Achievement Report Classroom evidence of learning Student evidence of learning Classroom / school tests Teacher observations and interviews

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING What do learners already know? Learners knowledge strengths Learners knowledge needs and gaps

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Where do learners need and want to be? Prior Learning Outcomes Targeted Learning Outcomes Future Learning Outcomes

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING What do learners need and want to learn? Knowing What and WhyKnowing How, When, Who, Where Facts, Vocabulary > Time Sequences > Cause and Effect Relationships > Episodes > Generalisations / Principles > Concepts Skills Processes

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Setting SMART Goals Specific Measurable Agreed Realistic Time-framed A model for writing SMART learning focused goals and targets By (date), learner/s will [do more or better on specific aspect of learning] by an increase/ change / improvement of (amount of change) as demonstrated by (NTCF outcome, level, key learning and behavioural criteria.

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Assessment FOR learning: occurs when teachers use inferences about student progress to inform their teaching. DET Victoria, Assessment Professional Learning Module 5: Making Consistent Judgments Assessment AS learning: occurs when students reflect on and monitor their progress to inform their future learning goals. Assessment OF learning: occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards. How will we know when learners have achieved the learning outcomes? Assessment design

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING How will we know when learners have achieved the learning outcomes? Assessment design Method and Possible Tasks Assessment as learning – learner driven and informs learner of where at in relation to goals Assessment for learning – informs teachers of what’s next Assessment of learning – to make judgment about progress and achievement

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING How will we know learners have achieved the learning outcomes? Assessment design Method of Assessment Reliability and comparability How accurately does the collected evidence reflect what the learner knows and can do? Curriculum relevance Do the tasks represent all the valued learning you want the students to have undertaken? Do they assess a sample of all the important aspects of the learning? Instructional utility How useful is the method in yielding insights into students knowledge and conceptual understandings and can be used to guide teaching and learning? Fairness Are the tasks constructed, presented and conducted so that all students have an equal chance of demonstrating their learning against the NTCF? Do the assessment tasks require specific knowledge or skills which some students may not have, and which have not been explicitly taught? Practical Convenience Is the method and task easily incorporated into classroom activities?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING How will we know when learners have achieved the learning outcomes? Marking guide design Design or choose a published rubric –NAPLAN Narrative Writing Marking Guide 2007 –Examples in Science Design for Learning materials Choose example samples of work to show students expected levels of performance –DEET website, has samples for Maths (mostly Number Sense) and English (mostly writing) –Other States websites eg. DET Victoria

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING How do learners best learn? What do you do that you know works to improve these learning outcomes? What does the research say that works to improve these learning outcomes? –See Slide 55 for strategies to improve knowledge about what –See Slide 56 for strategies to improve knowledge about how What adjustments are needed to cater for indigenous learners? learners with special educational needs? ESL learners? Boys? What does this mean for: –Choice of Instructional Strategies –Classroom Environment –Classroom Organisation

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING How learners best learn? Three stages of information processing to form knowledge and memories about “what” (declarative knowledge) Construct meaning Link new information with prior knowledge Build vocabulary Use K-W-L charts Use student interests, experiences as contexts Advanced organiser questions OrganiseIdentify patterns in the information Use graphic organisers StoreConsciously store the information in memory Linking strategies Mnemonics Construct Meaning Organise Store

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING How learners best learn? Three stages of developing knowledge and memories about “how” (procedural knowledge) Construct Models Envision the steps of the process Model and demonstrate Share or negotiate the steps to be taken ShapeModify, adapt and increase understanding of the process Describe success using rubrics and actual evidence of learning InternalisePractice to achieve automaticity and fluency. Practice schedules Reflect on effort Monitor and record progress Construct modelsShapeInternalise

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING What resources do I have at my disposal? Review information from previous question and identify the resources that research, learner needs and preferences, and area of learning elements required For each outcome list the resources Scan the environment for these resources OutcomeResources Required

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING What will constitute the learning journey? What are the best contexts for the learning? Outcome focus Sequence of teaching, learning and assessment tasks Key Instructional Strategy Classroom Organisation Who does what? The teacher: The learners: The teacher: The learners:

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING How will I inform the learner and others about the learners progress? Where am I going? Feed Up How am I going? Feed Back Where to next? Feed Forward Use an evidence based feedback model (Hattie, 2007)

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Hattie, 2007

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 9. Giving Feedback to Expert Focus Groups

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Feedback Protocols Norms – Live above the line Expected Products Concerns – using Stages of Concern question – before, immediately after use of NTCF and towards end Warm, Cool and Hard feedback in relation to structure, content, and use Annotated document with suggested questions and suggested changes Suspend judgment, make observations Responsibility to improve What will help all teachers Learning opportunity CriticismBlame / Put downs for errors What will help me

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Planning for Learning Professional Learning Model Teacher Inquiry Cycle Planning for learning

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Speaking Notes for Planning for Learning Using the renewed NTCF with the learning design model requires educators to change their knowledge and practice Robert Marzano provides a model for planning professional learning that enables educators to change knowledge and practices and improve student outcomes Use the model to plan your professional learning journey – how can you work through the phases with colleagues in your school or if you are a sole ‘piloter’ with other piloters

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Phase I: Develop a model or language of instruction for yourself, team or school. Ensuring Effective Instructional Practices (Marzano, 2007) Phase IV: Monitor the effectiveness of your and your colleagues use of the model on your knowledge and practices AND on student learning. Invite and give feedback. Phase III: Establish a systematic way for you and your colleagues to observe each other using the model to plan, teach, and assess learning. Phase II: Develop a systematic way for you and your colleagues to interact about teaching, learning and assessing using the model. Readiness: Systematically explore and examine the teaching and learning model.

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Speaking notes professional learning that improves student outcomes Piloting the renewed NTCF needs to ensure student outcomes improve The new NTCF used with the Learning Management Questions should improve student outcomes This model of designing a learning plan for yourself will help you plan for three inquiries –1. Identifying what learners already know and what they need to improve / change (answering these answers the first 2 learning management questions) –2. Reflecting on what you have done as a teacher to contribute to these outcomes, what planning, teaching, assessing strengths you want to continue and what you need to learn to do –3. Monitoring and measuring the effectiveness of your learning using student outcomes Now it’s your turn to develop a learning question and plan this slide scaffolds the question and provides a model for planning your actions

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Planning my inquiry Teaching and Learning Gathering Evidence Judging and Recording Evidence Feedback and Reporting What do your learners need to learn? How have I contributed to these outcomes? What do we already know works? What do your learners already know? What sources of evidence have we used? What do your learners already know? What do we need to learn to do to achieve these student outcomes? What sources of knowledge can we use?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Developing my inquiry question How will using the renewed NT Curriculum Framework to ………………………..………… (your intent of using the NTCF) improve……………………………… (student outcomes) by ………………………. (amount of improvement) as demonstrated by………………. ………………….. (criteria, evidence of learning you intend to gather)? Example 1: How will using the English Writing section of the NTCF to plan a program for teaching recount improve Transition students recount writing from current KGP 2 level to KGP 3 emerging level of all learners as demonstrated by the language structure and features Key Learnings? Example 2: How will using the Science As Inquiry section of the renewed NTCF for planning for day/night sky unit develop students investigation skills and knowledge about the cause of changes to the day and night sky, improving from yet to be determined Science as Inquiry levels to expected NTCF – Year level of Band 1 as demonstrated by the Key Learnings in planning, investigating and evaluating.

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Developing a professional learning plan Inquiry Question? What I need to learn? PhasesMy plan to meet my learning needs ReadinessExplore the model – NTCF and Learning Design Phase 1Develop knowledge and understanding of the models Phase 2Develop a systematic way to interact with others about using the models Phase 3 and 4 Develop a systematic way to observe and be observed, offer and receive feedback on your use of the model

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Contents 1.Intended outcomes of piloting 2.Gathering baseline data of perceptions and use 3.Why change the current NT Curriculum Framework 4.The renewed NT Curriculum Framework model and features 5.Contextualising the renewed NTCF in DEET initiatives – the Teachers Story 6.Learning Design model 7.Content of the teaching and assessing support materials 8.Understanding and using the 8 Learning Management Questions 9.Giving feedback 10. Planning for piloting –Professional learning that improves student outcomes –Designing your learning plan