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FLAGSHIP STRATEGY 1 STUDENT LEARNING What could a future curriculum look like?

FLAGSHIP STRATEGY 1 STUDENT LEARNING What could a future curriculum look like?. 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

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FLAGSHIP STRATEGY 1 STUDENT LEARNING What could a future curriculum look like?

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  1. FLAGSHIP STRATEGY 1 STUDENT LEARNING What could a future curriculum look like?

  2. 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

  3. Learning would be structured mainly through projects. Some projects wouldbe individual, while many would begroup-based. The Creative Age - Knowledge and Skills for the New Economy.DEMOS 1999.

  4. Problems and goals would not be completely predefined by the curriculum. Students would repeatedly practise identifying and solving problems, rather than having them placed before them. The Creative Age - Knowledge and Skills for the New Economy.DEMOS 1999.

  5. Learning would take place in a range of contexts and use a range of methods. Projects would not all be research-based or within a traditional classroom environment. Students would be involved in doing as much as in thinking or knowing. The Creative Age - Knowledge and Skills for the New Economy.DEMOS 1999.

  6. Alongside more traditional, teacher-centred assessment, students’ work would be evaluated by field experts, peers, parents and so on. It would be evaluated for different kinds of skills and knowledge- interpersonal, thinking strategies, self-organisation, depthof understanding and so on. The Creative Age - Knowledge and Skills for the New Economy.DEMOS 1999.

  7. Thinking and self-assessment would be embedded across the curriculum. Students would focus particularly on learning to make connections between different contexts - the transfer and application of knowledge across different domains. The Creative Age - Knowledge and Skills for the New Economy.DEMOS 1999.

  8. Skills would be revisited and practisedover time, so that knowledge gained earlier in an educational career could be applied creatively to new problems. The Creative Age - Knowledge and Skills for the New Economy.DEMOS 1999.

  9. Students would gain depth of understanding in a number of disciplines, or domains of knowledge, including traditional academic subjects. They would also learn explicitly how to combineinter-disciplinary knowledge in completing a project goal. The Creative Age - Knowledge and Skills for the New Economy.DEMOS 1999.

  10. If all the curriculum documents in the world were destroyed – what would be important for students to learn?

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