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AusVELS outlines what is essential for all Victorian students to learn for F-10 (for all subjects) and includes the Australian Curriculum F-10 for English, Mathematics, History and Science.How is it being phased?: How is it being phased? Learning areas Timeline English Phase 1 Mathematics Phase 1 Science Phase 1 Humanities and social sciences History Geography Economics, Business, Civics and Citizenship Phase 1 Phase 2 Phase 3 The Arts Phase 2 Languages Phase 2 Health and PE Phase 3 Technologies Phase 3Powerful Learning : Powerful Learning Whole school Theories of Action Schools set high expectations and develop authentic relationships. T eacher directed instruction becomes more inquiry focused. Schools use agreed protocols for teaching. Learning protocols enhance student capacity to learn Teacher Theories of Action Learning intentions, pace and narrative Higher order questioning Cooperative group structures / techniques Feedback and data Peer assessment and assessment for learning Learning tasksWhole School Theories of Action: Whole School Theories of Action When schools and teachers set high expectations and develop authentic relationships then student confidence, curiosity and commitment to education increases and the school’s ethos and culture deepens and curiosity can flourish. When teacher directed instruction becomes more inquiry focused the level of student engagement and achievement increases. This is the foundation stone for high quality teaching and the development of curiosity. A greater emphasis on inquiry leads to improved achievement and curiosity is enhanced. By consistently adopting protocols for teaching student behaviour and engagement is enhanced. Learning protocols enhance student capacity to learn, develop skills, confidence and curiosity, and ensure that this happens in all classes .Theories of Action for Teacher - 1: Theories of Action for Teacher - 1 Learning intentions, pace and narrative lead to students being more secure about their learning (and more willing to take risks); and achievement and understanding is increased, and curiosity enhanced. Teachers systematically using higher order questioning leads to the level of student understanding deepening and the level of achievement increasing. Students who are regularly required to analyse , synthesise and evaluate are more likely to be curious. When cooperative group structures / techniques are used to mediate between whole class instruction and students carrying out tasks, then the academic performance of the whole class will increase as well as the spirit of collaboration and mutual responsibility. Curiosity will be developed as students learn from each other in a structured manner.Theories of Action for Teacher - 2: Theories of Action for Teacher - 2 When teachers consistently use feedback and data on students’ actions and performance, then behavior becomes more positive, progress accelerates and curiosity is enhanced. When peer assessment and assessment for learning are consistently utilised student engagement, learning and achievement accelerates. Curiosity will be enhanced as the depth of student understanding increases. When learning tasks are purposeful, clearly defined, differentiated and challenging, (according to the student’s Zone of Proximal Development), then the more powerful, progressive and precise the learning for all students . Curiosity will be enhanced as students work at a level appropriate to their understanding.Powerful Learning – Phases of development: Powerful Learning – Phases of development DRAFT1:1 Computing: 1:1 Computing Students in years 9-12 are entitled (NSSCF) to 1:1 access to a computer. The funding received allowed the purchase of: 200 laptops in 2010 500 laptops in 2012 The College needs to balance how it will allocate these laptops across 1000 students . In order to support this initiave the entire school is going 1:1 in 2012 Strategy includes offering all families the opportunity to: Lease a computer- that they then own Bring their own There may be no further funding available to buy more machines1:1 continued….: 1:1 continued…. Yellow: -- Students get provided a laptop and may take it home. Blue: -- Students use laptops from the trolleys and are timetabled in computer labsTT Centre: TT CentrePowerPoint Presentation: Communication * Calendar of events ( i.e science week ) * Schedule of learning tasks / assessments * Regular feedback ( progress reports) PLT’s , Triads (Tuesdays) Appraisal: Coaching, walkthroughsPowerPoint Presentation: New Timetable consideration ( periods, subject allocation), New certifications New learning partnershipsNOTES: NOTESDomain Review: Domain Review Little Leaders Not enough people (spread across faculties), time (PD) Not connected See big picture Informing other teachers Celebration and acknowledgement/promotion of good student work To students and other teachers Physical locations (double up Domain Commn ) Projects : Cby & IT, RACV challengePowerPoint Presentation: Accountability of units created Interdisciplinary PLT (focus on the year level , tech + science)??? Use of TT space Consistent message Review and improve in light of new findings Subject expertise, how do you ‘fill the gaps?’ Speakers and activities, the FIT & crossover Use of PD????PMI - Plus: PMI - Plus Time Reflect on material- common curric Exposure to curric for other teachers Proff discussion PDPMI- Minuses: PMI- MinusesPMI- Interesting: PMI- Interesting Early school day finish Intense block (every Tuesday for 3-4 weeks) Showcase, share and celebrate Goal and timeline, who does which areas of the unit? You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.