Learning Intentions identify some key themes around innovative schooling

1. Learning Intentions • identify some key themes around innovative schooling • Consider what impacts on school culture by looking at an example of school values and how these can be articulated and embedded • Examine the key elements of curriculum design by examining the Unlimited Secondary School Model • Explore strategies to encourage student voice and student choice • Planning for change management • Consider our moral responsibilities as • educators

2. Student Centred Learning

3. www.unlimited.school.nz

5. Students Firstfrom ‘one size fits all’ to each student at the centre of their learning, based around their passions and interests

6. Inspiring Teachersfrom ‘knowledge transfer’ to mentor, guide, facilitator

7. Social Effectseach student achieving within their social cotext –. who they are. where they have come from

8. Community Connectednessharnessing the resources and opportunities from the wider community

9. TechnolgyThe increasing role of technology to support learning and create new learning

10. School Culture:Our values and beliefs We believe: We are a high trust community, treating each other with mutual respect and kindness We do this by: Saying ‘yes’ first Recognising that students will make mistakes and that we need to support them to make change Focusing on the behaviour, not the person Taking time to get to know, and understand each other Remaining calm and supportive regardless of the circumstances (no anger, yelling, blame)

11. Embedding our values We embed this by: Displaying the VALUE and the BEHAVIOURS that support it in every teaching space Regular classroom walk-throughs (classroom visits) by school leaders, and by all staff over time, where feedback (usually email) is given to staff on what is observed

12. Embedding our values We believe: In giving students voice and choice What might this look like?

13. 1:1 teacher and student decreasing level of influence small group ILP, group activity large group class community of interest school, organisation wider community city, country international communities alliances, virtual communities Influence on decisions

14. popular groups ‘good’ kids – teacher’s pets Interest groups passionate, shared interest focus groups random unfocused representative groups School/Class Council hear every voice weekly morning tea with Principal survey tools Survey Monkey, Quizdom captured voices diary rooms, cellphone, learning stories Influence on decisions

15. Student centred learning. The school’s responsibility to have a planned, coherent curriculum. The teacher’s responsibility to meet the needs of the students in their class – e5

16. Unlimited - curriculum Based on 5 week (half term) cycle Allows for student movement between teachers Encourages teaching precision Students retain interest and motivation when they know that the timeframe is limited ADVERTISEMENT

17. student directed learning teacher directed learning co-constructed learning teacher directed learning student directed learning co-constructed learning UNLIMITED style of learning Just in case learning Just in time learning The tools for independent learning The student’s passions and interests

18. Dennis Robyn English Term 2 Term 3 Term 4 Term 1 Jan

21. Confidence IntervalsIno KeldermanHere we use the concepts from the two previous modules to introduce a method of comparing populations, deciding on the best sample size for a survey and calculating the error in sample statistics. These are one method of helping make decisions in science and industry. L3.

22. ASPIREBlair Sheat and Duncan WoodsASPIRE is a program of transformation. It is dedicated to enabling optimal physical, mental and emotional health. It allows individuals to function effectively on a daily basis providing them with the skills to make good decisions and carry out appropriate actions towards the achievement of significant goals.This course is 10 weeks long and is all day every day.

23. ‘The Dark Knight’: ‘Batman Begins’ HereAndre PrichardThis class will examine the evolution of the superhero film by looking at the cinematic development of dark uber-hero Batman. First appearing on screen in a 1943 movie serial, Batman has grown from a questionable camp clown in 1966’s ‘Batman’ TV show, to a flaccid movie megastar in four flimsy films from 1989 onwards. More recently, however, Batman’s edgy and sinister side has reemerged. In 2005’s ‘Batman Begins’ and 2008’s ‘The Dark Knight’ Batman is once again a complex character with a troubled and haunted past. We will examine this evolution, as well as view ‘The Dark Knight’ closely, preparing the film for the end of year exam. If you loved ‘The Dark Knight’, or want to know more about Batman generally, then this is the class for you!

24. Damon’s Story WMV

25. descriptor VELS levels resources Focus Areas literacy numeracy ICT/Ultranet e5 Curriculum objectives Learning Intentions The knowledge, skills and behaviours towards achieving each VELS level

26. Learning Outcomes Expectations I can….. (written from a student’s perspective) Range to reflect personalisation of learning Assessment Profile Observations, conversations, products OF – diagnostic AS – formative OF - summative Learning Sequence What will be taught during the 5 weeks broken down week by week Differentiation of the learning Individual students named with appropriate modifications eg gifted, learning needs, Koorie

28. Jamie’s reflection Jamie Video

29. 2020 curriculum future present past communication analysis interpretation society, culture, humanity creativity, innovation, entrepreneurship

30. Have a plan

32. KotepaetawhitiWhaiakiatataKotepaetataWhakamauakiatinaSeek out distant horizonsAnd cherish those that you attainAustralia’s got talented youth

33. Every childEvery opportunity