Case Study: Derrimut Primary School

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A Place To Grow and Thrive
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Problems of practice

• Fledgling Learning Community and need an agreed
  and viable curriculum
• Do not know students as learners and therefore
  need to develop effective feedback and formative
  assessments
• Link to in depth analysis

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Observations and assumptions

• Maths planning is not comprehensive That we
  needed an agreed and viable curriculum P-6 via
  shared language, understanding of developmental
  sequences, embedded in real life situations
• Inferential learning and comprehension, vocab
  (learned intelligence. Our students need to
  develop comprehension skills. Need foundational
  literacy for below and at to push them up
• align with comprehension skills starting earlier
  and enriching the reading and writing experiences
  by overcoming the SFO barriers to learning though
  experienced based inquiry learning
• Extending kids vertically and laterally through
  programs of contemporary literacy increasing the
  deep knowledge and non -fiction content
• Developing independent reading and resilience to
  sustained learning periods of time.

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Theory of Action

• If we know our students as learners we will
  personalise and improve their learning outcomes
  and empower them to have ownership and control of
  their learning
• Knowing a learner to us meanshopes and dreams
  (theirs, their family and the community),
  interests, misconceptions, questions
  ,worries stumbling blocks, gaps, ways of
  learning /asking what is effective?

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Thinking with the end in mind

• Building a Culture of learning partnerships
• The social construction of learning
• Building behavioural and cognitive engagement
• Link to Venn

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Building a Culture of learning partnerships

• The level of trust among the adults in schools is
  predictive of student performance outcomes (Bryk
  Schneider, 2000)
• Partnerships for learning where adults learn
  along side our kids (MLC/SPARKL/Melb zoo and
  werribee zoo/iramoo/dentist/VUT/YMCA
• Empowering and providing opportunities for
  students to make a difference in and for their
  community. (grasslands, peace expo)
• Finding innovative ways to break down barriers
  to learning i.e. language, isolation, enrichment
  experiences, student ownership and voice
• Link to stakeholder engagement
• http//www.eduweb.vic.gov.au/edulibrary/public/com
  mrel/familiesaspartners/persurveys.pdf

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Social construction of LearningBuilding
conceptual frameworks

• Involvement of parents students and teachers
• (Fapil) and DPS Wellbeing framework
• http//www.education.vic.gov.au/about/directions/f
  amiliesaspartners/
• Resources for schools movie
• (forums, BBQ hotdotting working with JSC opening,
  expo)
• Using action research/inquiry to build cognitive
  engagement and the literacy of the dimensions
  domains and disciplines in a 21st century context
• (11 program) parent forums trial groups
• Being data wise as teachers and students Double
  looping learning
• Learning loop Personalised action

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Engagement behavioural and cognitive

• Understanding how to personalise and
  differentiate
• Human rights inquiry
• Passion Projects (involving parents)
• Investigating kids questions
• Exploring environment and learning in the 21st
  century
• Exploring text through media See yr ¾ animations
• Making movies Documentary

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Being literate and numerate There is no
formula!!!!!!!

• In depth understanding of the developmental
  frameworks and literacy's of the disciplines
  Moderation
• Formative assessments and tracking students
• Data prep 12 34 56
• Nothing hidden children know the language and
  genre of reflection and goal setting
  (conferences)
• Building learned intelligence and playing with
  words
• Contextualising learning
• A teachers learning journey

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Building a Culture
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Families as Partnerships Resources

• http//www.education.vic.gov.au/about/directions/f
  amiliesaspartners/schools/connecting.htm