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Plan for AusVELS implementation
- 1. Playing our part What we can do to meet CEOM goals. “Together, we can achieve more than we can in isolation”
- 2. As an outcome of the Learning and Teaching Networks Principals and Leaders will…. 1. Identify Learning Design principles that underpin local design for learning and teaching 2. Have a deep knowledge of the progression of learning within AusVELS 3. Have developed a comprehensive whole school plan to ensure student entitlement 4. Document a whole school learning and teaching plan based on goals for each learning area, aims for each strand and learning content by stages of schooling (re-statement) 5. In the context of the whole school learning design identify the On Schedule End of 2014 End of 2014 End of 2014 Scheduled for 2015
- 3. As an outcome of the Learning and Teaching Networks Principals and Leaders will…. 5. Work collegially across all levels of the system to collaborate, share expertise and continuously build the instructional capacity of all leaders 6. Utilise emerging technologies to communicate, connect, collaborate and learn collectively 7. Support teachers to plan for and achieve targeted student progress over time. 8. New! Assist schools to identify preferred ways of reporting to parents Commenced Commenced Commenced Coming soon!
- 6. T3W1 T3W2 T3W3 T3W4 T3W5 T3W6 T3W7 T3W8 T3W9 T3W10 1 Determine Design Principles 2 Unpack AusVELS Learning Areas 3 Contextualise & Developmentalise 4 5 6 7
- 7. T4W1 T4W2 T4W3 T4W4 T4W5 T4W6 T4W7 T4W8 T4W9 T4W10 1 2 3 Contextualise & Developmentalise 4 Define Units of Inquiry 5 Create Scope & Sequences for each Learning Area 6 Compose L&T Statement 7 Design Planning Documents
- 8. Determine Design Principles R A C I Learning & Teaching Leader Principal, Learning & Teaching Leader Staff, Parent Education Board Wider community Compose Publish in Google Reach Agreement
- 9. Unpack Learning Areas C I Core Learning & Teaching Team Principal, Learning & Teaching Leader Team Leaders Staff Knowledge Skills Understandings Highlight Gaps
- 10. Contextualise & Developmentalise R A C I Core Learning & Teaching Team Principal, Learning & Teaching Leader Principal, Team Leaders Staff Fill Gaps Appropriate Seamlessness Prioritise
- 11. Identify Units of Inquiry R A C I Teachers Principal, Learning & Teaching Leader Staff, Students Wider Community Find Throughlines Set Timeframes
- 12. Publish Scope & Sequences R A C I Learning & Teaching Leader Principal, Learning & Teaching Leader Principal, Core Learning & Teaching Team Teachers Document Timeframes AusVELS
- 13. Articulate School L&T Plan R A C I Core Learning & Teaching Team Principal, Learning & Teaching Leader Principal, Teachers, Education Board Wider Community Document Goals Principles
- 14. Design Planning Documents R A C I Core Learning & Teaching Team Principal, Learning & Teaching Leader Principal, Team Leaders Teachers Document Personalised L&T Cycle Inquiry Driven
- 15. Who? When will they meet? Mon Wk2, Wed Wk4, Wed Wk5, Wed Wk6, Mon Wk7, Mon Wk8, Mon Wk9 Responsibilities Unpacking Learning Areas Developmentalising Learning Areas Develop whole school L&T Plan Design planning documents The Core Learning & Teaching Team
- 16. The Intended Curriculum Discipline-based Learning Interdisciplinary Learning VELS 2006 A triple helix model Physical, Personal & Social Learning Domains/subjects General Capabilities Cross-curriculum priorities AusVELS 2015 A double helix model
- 17. AusVELS Subjects General capabilities • The Arts • English • Humanities – Economics and Business • Humanities – Geography • Humanities – History • Humanities – Civics and Citizenship • Languages • Health and Physical Education • Mathematics • Science • Technology – Design and Technologies • Technology – Digital Technologies • Critical and creative thinking • Intercultural understanding • Ethical understanding • Personal and social capability
- 18. Humanities: Civics & Citizenship R A C I Core Learning & Teaching Team Principal, Learning & Teaching Leader Principal, Team Leaders Teachers Strands - Civics & Citizenship Knowledge & Understanding - Civic & Citizenship Skills
Editor's Notes
- The L&T Network Inquiry plus delineated outcomes is a co-construction between Regions and Principal Groups. The timeline for the delivery of our outcomes in this space over 2014/2015 is as outlined above.
- Additionally we have wanted to capture the opportunity to work collegially in regard to the exploration of options for reporting to parents. It is our recommendation that an additional outcome be added to our work over 2014/2015.
- As we are aware there are 3 levels of curriculum – Intended, Enabled or Implemented and Achieved. The focus of all curriculum delivery is to design learning opportunities which ensure student progress over time. In this representation, student learning is produced, shaped and affected by four connected components. Each of these components plays a separate and distinct role in the process of student learning and each is interconnected with all of the others. 11. The first is the curriculum that defines what it is that students should learn, and the associated progression or continuum of learning. 12. The second is pedagogy that describes how students will be taught and supported to learn. 13. The third is assessment that identifies how well a student has (or has not) learnt specified content. 14. The fourth is reporting that explains to the student and the teacher where a student is on a learning continuum at the end of a specified period of schooling, and where this places them in relation to their own learning goals and/or the learning of their peers. The whole school learning and teaching plan is a school’s response to the “what,” documented to assist teachers with the how, how well and where.
- This Scope of Work aims to assist you as leaders to understand the progression of work that has commenced and will be advanced through the Learning and Teaching Networks in 2014 and 2015. Throughout our collaboration we will maintain a focus on 2 main concepts 1. Building the instructional capacity of principals and leadership teams to lead improvements in learning and teaching in the schools and 2. Ensuring customisation of the work to meet the needs of individual schools. This customisation will ensure a high quality product for every school – a well documented, high quality learning and teaching plan which articulates the way the school will ensure student access to core entitlements and opportunities to learn that content of the curriculum which has been deemed essential. In essence, by the end of 2014 each school will have documented their whole school learning and teaching plan explicitly linked to their school’s vision and underpinned by each school’s explicit and non negotiable commitments to learning and teaching design and practice. We are very aware that the way in which we go about the development of the Whole School Learning and Teaching Plan will assist principals, leadership teams and teachers to deepen their knowledge of the Intended Curriculum. We are therefore proposing that the plan be constructed in a number of complementary and iterative phases 1. Goals of the Learning Areas 2. Aims of the Strands (including substrands) and 3. Identification of the Learning Content in each strand and substrand by stage of schooling. Once stated this will enable each school to move with greater confidence to the enacting of the curriculum ie. the planning phase. Customised Reporting will also be an important “byproduct” of the whole school learning and teaching plan – determining what and when the school will teach and assess for reporting purposes and making this explicit for parents.