Bendigo Secondary Schools Cluster

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Bendigo Secondary Schools Cluster

• Sharing Practice
• March 5th, 2007

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Session Outline

• Where it all fits Flagship Strategy 1
• Where are we at? sharing current practices
• Where do we want to be? BEP reccos
• Understanding curriculum design models
• Reading plus reflection - jigsaw
• How can we get there?
• Possible trans disc units Vic models, tassie,
  exploring webpage
• Whats needed next?
• PD on Integrated Inquiry??

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Education in the 21st Century
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The learner at the centre
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Three core, interrelated strands
Victorian Essential Learning Standards

• Physical, Personal and Social Learning
• Discipline-based Learning
• Interdisciplinary Learning

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Physical, Personal and Social Learning
Knowledge, skills and behaviours in

• Health and Physical Education
• Interpersonal Development
• Personal Learning
• Civics and Citizenship

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Discipline-based Learning
Knowledge, skills and behaviours in

• The Arts
• English and Languages Other than English
• The Humanities
• Mathematics
• Science

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Interdisciplinary Learning
Knowledge, skills and behaviours in

• Communication
• Design, Creativity and Technology
• Information and Communications Technology
• Thinking

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Each dimension is based on an underlying learning
continuum. The expectations are outlined in the
standards which have been written for each level.
Each standard describes what is essential and
what a learner should know and be able to do at
that point along the continuum. The progression
points indicate typical progress towards the
standard
Level 6
Level 5
Level 4
Level 3
Level 2
Level 1
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Standards and progression points
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Transition Model for reporting against the
Standards 2006 to 2008
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How are we developing VELS based units of work?
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Transdisciplinary Studies

• Complex, active learning based on significant
  issues, tasks, questions or problems, each
  delivering a range of learning outcomes deriving
  from several key learning areas ideas that draw
  on knowledge and methodologies from several
  disciplines.
• Transdisciplinary investigations involve
  students in exploring significant real-world
  questions, and increase students' capacity to
  make learning connections across the curriculum.
• http//www.ltag.education.tas.gov.au/focus/seconda
  ry/lea rnsequenceandsnap.htm

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Curriculum Design

• Andrew Seaton
• Professional Reading template on design options
• A3 sheet on models

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BEP - recommendations

• Curriculum
• That the stages of development of students as
  defined by the Victorian Essential Learning
  Standards are used as a basis for curriculum
  organisation to allow focused learning,
  trans-disciplinary investigations, community
  development activities, and personal learning
  projects at Years 7 and 8.
• That learning communities are established where
  students are organised in groups of up to 125
  students allowing strong relationships to develop
  between students and teachers.

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Whats out there?Examples of Transdisciplinary
Units

• Lara SC
• Communication and Culture (English, History,
  Geography and Economics)
• Number and Logic (Maths and Science)
• Fitzroy SC
• Inquiry All strands and domains including maths
  and English. Emphasis on ICT and Thinking.
  Curriculum organised around and Essential
  Question.
• Kambrya College
• Stand Up and Reach Out community and national
  identity
• Learning from the Past exploring aspects of the
  past
• Designing the Future unit based on Science and
  Technology

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Exploring via the web

• http//www.bendigoschools.vic.edu.au/presentations
  .shtml

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Split screen thinking
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Split screen thinking
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Split screen thinking
PERSONAL LEARNING Mindful of themselves as
learners. How emotions affect learning. Develop
skills in planning, monitoring and
revising. Reflecting on and modifying their
learning practices
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Split screen thinking
COMMUNICATION Forms, language and conventions
used in different contexts. Language and
discourse differ across the curriculum. Effectivel
y present information, ideas and opinions in a
range of forms
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Split screen thinking
THINKING PROCESSESS Thinking validates existing
knowledge and enables individuals to create new
knowledge and build ideas and create connections
between them
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• Barrie Bennett, Beyond Monet (2001), 
  investigates how
• knowledge of instruction or pedagogy can assist
  in
• creating powerful learning environments.  He
  defines
• pedagogy as
• '....the collective term that refers to the
  instructional concepts, skills, tactics,
  strategies, and organizers available to teachers
  to create learning environments that encourage
  students to learn. We strongly believe that
  pedagogical knowledge and the action taken as a
  result of the knowledge, are key defining
  attributes of teachers as professionals.