1. Whole School Planning for Student Learning Grampians Region DE&T

3. Relationship between Strategic Plan, Annual implementation Plan and Whole School Plan for Student Learning Whole School Plan for Student Learning Diagram from Annual Implementation Plan Guidelines Oct 2005

5. Student Learning Backward Mapping - Forward Planning Shared Principles, Purpose and Intent Goals and Targets for our Students Areas for Action Teacher Learning Needs Professional Learning Activities and Processes Progress Toward Actualisation Student Achievement Changed Teacher Actions Teacher Learning Outcomes Review of Professional Learning What evidence would you expect to see? Continuous Monitoring and Evaluation

8. Can we develop Shared Principles, Purpose and Intent? (Efficiently?) Directions for our VELS curriculum What do students need for their future? What capacities do students need to develop? What educational principles should guide our endeavours? What Outcomes would you expect to see? What Outcomes would you expect to see? What Outcomes would you expect to see? Responses Responses What might you do?

9. Can we develop Shared Principles, Purpose and Intent? (Efficiently?) Using post it notes address each of the questions and the kinds of outcomes you would expect. Use the ribs of the fishbone to collect ideas Directions for our VELS curriculum What do students need for their future? What capacities do students need to develop? What educational principles should guide our endeavours? What Outcomes would you expect to see? What Outcomes would you expect to see? What Outcomes would you expect to see? Resource 2.1

10. Developing Shared Principles, Purpose and Intent Where are you up to? % based on All School’s response to Region Survey (n=70) Novice 6% Are appropriate planning processes in place? Is there a partially developed vision for the curriculum? Apprentice 28.4% What areas do we need to consider further? Is the curriculum vision appropriate to the local context? Capable 61.2% How well does our curriculum reflect the principles, purpose and intent? What areas do we need to give further attention to in our context? Expert 4.4% Is the school’s vision for curriculum documented? What processes have been established for the evaluation and refinement of our curriculum in relation to the vision?

15. Whole School Plan for Student Learning

16. Responding to Student Needs and Characteristics How far have you progressed? Novice 1.5% What are the needs of students at each stage of learning? What are the characteristics of students at the level? Within the particular cohort are their specific needs? Apprentice 19.4% How well does our curriculum respond to the needs of students at stages of learning? How well does our curriculum respond to the needs and characteristics of students at different levels? Capable 64.2% How does our curriculum met student needs and characteristics within the context of our community? What areas of the curriculum need to be developed to better meet specific cohort needs? Expert 14.9% Does documentation make reference to the ways in which the curriculum responds to student needs and characteristics and the specific needs of cohorts? What processes have been established to review the curriculum in relation to student needs and characteristics?

18. Auditing, Mapping Curriculum and Planning Development How far have you progressed? Novice 11.9% Where are the different domains and dimensions developed in the curriculum? What needs to be developed and by when? (Development Plan) Apprentice 50.7% How are the different domains and dimensions developed in the curriculum and sequenced through the levels? What needs to be developed and by when? (Development Plan) Capable 23.9% How will time and resources be allocated to complete the plan? What processes will be used to develop curriculum, and build teacher capacity? Expert 13.4% Is documentation complete? (Audit, Curriculum Map) Are steps and milestones in the development plan being achieved?

21. Reviewing Existing Units of Work and Developing New Units of Work How far have you progressed? Novice 14.9% What would such units look like? What format should we use? Apprentice 32.8% How does our curriculum employ VELS design? How can assessment for, as and of learning be incorporated in the unit plans? Capable 35.8% What frameworks are incorporated into curriculum planning? How does the unit provide opportunities to enact the Principles of Learning and Teaching? Expert 16.4% Is documentation complete? What processes have been established for the evaluation and refinement of units?

23. An integrated focus … Across the Strands Science Discipline based Strand Thinking Interdisciplinary Strand Reasoning, Processing and Inquiry Creativity Reflection, evaluation and metacognition Communication Interdisciplinary Strand Listening viewing and responding Presenting Personal Learning Physical, personal and social Strand The individual learner Managing personal learning

24. An integrated focus … A Transdisciplinary Approach Big Idea Why is it essential? Physical, Personal and Social Strand What is integrally related to the big idea? Explicitly taught Assessed Disciplinary Strand What is integrally related to the big idea? - Explicitly taught - Assessed Interdisciplinary Strand What is integrally related to the big idea? - Explicitly taught - Assessed

25. Deep knowledge and transfer Capability Standards describe deep and interrelated knowledge and skills able to be applied in new situations Understanding Competence Outcomes describe specific knowledge and skills demonstrated in a familiar situation Knowing Familiar Situations New Situations Transfer and application Deep and Interrelated Learning Specific and Isolated Knowledge & Skills

29. 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

31. 4. Students are challenged and supported to develop deep levels of thinking and application 4.4 The teacher uses strategies that challenge and support students to question and reflect In my practice: Component Mapping 5: I consistently design tasks that are structured to challenge and support students to engage with deeper levels of understanding and practice through questioning, interpreting, and reflecting. 4: Between these 3: I tend to use tasks involving standard procedures and interpretations, but occasionally use challenging tasks that engage students with deeper levels of questioning and interpretation. 2: Between these 1: I almost always use tasks involving standard procedures with fixed response formats. I rarely use tasks that require deeper level questioning and interpretation. Comment

36. Whole School Planning for Professional Learning PL Focus 2007 2008 2009 VELS Curriculum Review and dev. of units of work. Focus on new VELS domains especially Personal Learning Developmental continua Maths and English Focus on new VELS domains introduced Review Whole school Curriculum Map Principles of Learning and Teaching Begin with X PLT Train leaders to undertake role X PLT continue Y PLT begin X PLT review and refocus Y PLT continue Z PLT begin Assessment Moderation Module Assessment Of Learning Using progression points Assessment for Learning Using Maths and English continua Moderation Assessment As Learning Moderation Reporting Developing consistency of judgement Student input into reporting What the student has done/ areas for improvement? Advice to parents Other