A Place To Grow and Thrive

1. A Place To Grow and Thrive

2. 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

3. 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.

4. 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 means:*hopes and dreams (theirs, their family and the community),* interests, *misconceptions, *questions ,*worries stumbling blocks, gaps,* ways of learning /asking what is effective?

5. 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

6. 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/commrel/familiesaspartners/persurveys.pdf

7. Social construction of Learning:Building conceptual frameworks Involvement of parents students and teachers (Fapil) and DPS Wellbeing framework http://www.education.vic.gov.au/about/directions/familiesaspartners/ 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 (1:1 program) parent forums trial groups Being data wise as teachers and students Double looping learning Learning loop Personalised action

8. 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

9. 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 prep123456 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

10. Building a Culture

12. Families as Partnerships Resources http://www.education.vic.gov.au/about/directions/familiesaspartners/schools/connecting.htm