1. FLAGSHIP STRATEGY 1 STUDENT LEARNING

2. Student Learning: A New Approach Victorian Essential Learning Standards Curriculum Planning Guidelines Principles of Learning and Teaching Assessment and Reporting The Knowledge Bank

4. Curriculum Planning Guidelines

5. PURPOSE OF THE CURRICULUM PLANNING GUIDELINES Assist teachers, principals, school councils and other school community members to: build on current planning processes use the Victorian Essential Learning Standards to plan curriculum on a whole school basis audit and evaluate current practice promote discussion about curriculum issues

6. KEY COMPONENTS OF GUIDELINES Context of curriculum planning Considerations for curriculum planning on a whole school basis Characteristics of effective curriculum plans A model of curriculum planning DE&T requirements and recommendations Focus questions Samples Links to other websites and resources

7. OUTCOMES Consistency between and within schools in planning curriculum A curriculum guarantee

8. Schools must be able to guarantee their students and their communities the delivery of a high quality curriculum that: reflects community values supports every student to acquire understandings and ways of knowing has defined standards utilises teaching practices that support powerful learning employs authentic assessment and reporting processes enables genuine decision making about curriculum A CURRICULUM GUARANTEE

9. A MODEL OF PLANNING

10. SAMPLE QUESTIONS FOR CONSIDERATION Understanding the Context What are our shared values, beliefs and understandings about what our students need to learn? Planning and Resourcing What are our priorities in relation to curriculum provision? Implementation How should we organise learning time, learning spaces and students to achieve the goals and targets? Continuous Monitoring To what extent are the goals and targets for student achievement being met? Evaluation and Review of Outcomes What trends in student outcomes are emerging?

12. Principles of Learning and Teaching

13. PoLT Initiative Web-based resources for all schools: Background paper Principles of Learning and Teaching P-12 Principles Unpacked PoLT training program: Leading Change Program Professional Development Program Consultancy support

14. The Principles Students learn best when: 1.The learning environment is supportive and productive 2.The learning environment promotes independence, interdependence and self-motivation 3.Their needs, backgrounds, perspectives and interests are reflected in the learning program 4.They 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

15. Components of Principle 4: Students are challenged and supported to develop deep levels of thinking and application In learning environments that reflect this principle the teacher: 4.1 plans sequences to promote sustained learning that builds over time and emphasizes connections between ideas 4.2 promotes substantive discussion of ideas 4.3 emphasises the quality of learning with high expectations of achievement 4.4 uses strategies that challenge and support students to question and reflect 4.5 uses strategies to develop investigating and problem-solving skills 4.6 uses strategies to foster imagination and creativity

17. Professional Development six modules Flexible format ‘Train the trainer’ model Consultancy Support ‘Critical Friend’ Leading Change Audit Processes Action Planning Implementation over three years

18. PoLT Training Program 2005 Offered to all government and non-government schools Delivered on a Regional basis by tertiary providers Information and an expression of interest form available at: www.sofweb.vic.edu.au/pedagogy

19. Assessment and Reporting Advice

20. Purposes of assessment: of learning for learning as learning

21. Characteristics of effective assessment: improves student learning matches teaching and learning goals includes diverse strategies promotes deeper understanding is authentic is fair and equitable involves negotiation provides constructive feedback

22. Questions you could consider with your colleagues What are the shared understandings of the purpose of assessment? What strategies can we use to ensure information gained from assessment is used to inform curriculum planning and teaching practice?

23. The reporting process: systemic reporting reporting - school community students teachers parents

24. Reports to parents should provide: a picture of their child’s development, over time plans for the student’s future learning clear advice on how parents can assist their child’s learning.

25. Characteristics of effective reporting to parents: development involves parents clear, accessible, timely based on evidence & moderated demonstrates progress against standards includes a future learning plan involves student reflection ongoing between student, parents and teacher

27. KNOWLEDGE BANK A Knowledge Sharing Resource for Victorians in Education and Training http://www.sofweb.vic.edu.au/knowledgebank

28. The Knowledge Bank supports the sharing of exemplary and promising practice across the education and training sector in Victoria It is a web-based knowledge exchange network that provides case studies of effective practice, links to education websites, current research, current events, links to DE&T initiatives and online discussion facilities

29. Knowledge Bank aims to: improve understanding of what works, where and why it works, and facilitate the adoption of innovative approaches to learning, teaching and school organisation across Victoria

30. Content is organised into five categories : Community Involvement and Partnerships Building Leadership Professional Learning Student Learning Whole School Improvement

31. Where does the content come from? Education and training providers in Victoria (government schools, non- government schools, TAFE, VET and ACE providers) Research institutions Interstate or International education and training providers

32. Exemplary Practice is one that: has been tried and tested within a school has resulted in significant improvement in the area it aimed to address has evidence to support it Promising Practice is one that: is currently being trialled and tested in schools shows potential to achieve significant improvement in the area it aims to address has evidence to support the potential of the practice If you would like to contribute to the Knowledge Bank, please email knowledgebank@edumail.vic.gov.au knowledgebank@edumail.vic.gov.au

34. FEATURES OF THE KNOWLEDGE BANK INCLUDE: The Student Learning Page Browse Exemplary Practice in Student Learning Search the Knowledge Bank – by keyword or using advanced criteria Link with Student Learning related DE&T initiatives Current events in Student Learning (Victoria, interstate and internationally)

35. FEATURES OF THE KNOWLEDGE BANK INCLUDE: Downloadable guidelines for documentation and template (early 2005) and provision for upload contributions Discussions on exemplary and promising practice with colleagues across the State Browse facility and education links from around Australia. Contact with the Knowledge Bank team and provision for suggestions and enquiries knowledgebank@edumail.vic.gov.au

36. FLAGSHIP STRATEGY 1 STUDENT LEARNING WHERE TO FROM HERE?

37. Short Term (2004) Regional Briefings Website Newsletter PowerPoint materials and notes available to schools VCAA Bulletin P-10 Supplement and Education Times

38. Medium Term (2005) Feedback on validation year CD ROM Direct consultations through stakeholder, principal and practitioner Reference Groups Working with volunteer schools to test materials, processes and templates Building case studies through Essential Learning Standards exemplars, Curriculum Planning Guidelines and Knowledge Bank

39. Long Term (2006 onwards) Refinement and release of materials, based on validation year (2005) feedback Continuing capture of exemplars and the provision of support materials Focus on assessment New reporting processes

40. FLAGSHIP STRATEGY 1 STUDENT LEARNING