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Whole School Planning DESIGN OPTIONS STUDENT LEARNING

Whole School Planning DESIGN OPTIONS STUDENT LEARNING. Requires whole school curriculum planning. OUR EDUCATIVE PURPOSE. What is powerful to learn?. What is powerful learning and what promotes it?. Who do we report to?. LEARNER. Victorian Essential Learning Standards.

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Whole School Planning DESIGN OPTIONS STUDENT LEARNING

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  1. Whole School Planning DESIGN OPTIONS STUDENT LEARNING

  2. Requires whole school curriculum planning

  3. OUR EDUCATIVE PURPOSE What is powerful to learn? What is powerful learning and what promotes it? Who do we report to? LEARNER Victorian Essential Learning Standards Principles of Learning and Teaching Students Teachers Parents Community System How do we know it has been learnt? Assessment Advice

  4. Three interwoven purposes To equip students with capacities to: manage themselves as individuals and in relation to others understand the world in which they live; and act effectively in that world.

  5. Victorian Essential Learning Standards Three core, interrelated strands: Physical, Personal and Social Learning Discipline-based Learning Interdisciplinary Learning

  6. Whole School Curriculum Planning

  7. Evolution or revolution Steady as she goes…with as little tinkering as possible. Continue with process of curriculum change…we have already begun and incorporate changes as needed. As a catalyst to reconceptualise the curriculum…a big bang or evolutionary change?

  8. Your current school approach • How would you describe the approach that is currently used at this school? Is it the same at all levels of the school? • What are the benefits of this approach for students? • What does the broader school community think of this approach? • What are strengths? What are the limitations?

  9. Options for whole school planning • Integrated approach • Incorporate the interdisciplinary and physical, personal and social strands of the Standards into existing discipline-based subjects • Combine all three strands in the context of extended projects • Other • Victorian Essential Learning Standards Overview, 2005 (page 13)

  10. Integrated approach • What are the benefits of this approach for students? • What would the broader school community think of this approach? • What are the strengths? And what are the limitations? • What are the implication issues?

  11. Incorporate Physical, Personal and Social andInterdisciplinarystrands into existing disciplines • What are the benefits of this approach for students? • What would the broader school community think of this approach? • What are the strengths? And what are the limitations? • What are the implication issues?

  12. Combine all three strands as part of extended projects • What are the benefits of this approach for students? • What would the broader school community think of this approach? • What are the strengths? And what are the limitations? • What are the implication issues?

  13. How will we implement? • What do we need to do? • How will we do this? • Who will be responsible? How will they be responsible? • When will we do this? • How will we know it has been achieved?

  14. Curriculum Planning Model

  15. Evolution or revolution Steady as she goes…with as little tinkering as possible. Continue with process of curriculum change…we have already begun and incorporate changes as needed. As a catalyst to reconceptualise the curriculum…a big bang or evolutionary change?

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