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
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Learning Intentions identify some key themes around innovative schooling
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 - PowerPoint PPT Presentation
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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
Student Centred Learning
www.unlimited.school.nz
Students Firstfrom ‘one size fits all’ to each student at the centre of their learning, based around their passions and interests
Inspiring Teachersfrom ‘knowledge transfer’ to mentor, guide, facilitator
Social Effectseach student achieving within their social cotext –. who they are. where they have come from
Community Connectednessharnessing the resources and opportunities from the wider community
TechnolgyThe increasing role of technology to support learning and create new learning
School Culture:Our values and beliefsWe believe: We are a high trust community, treating each other with mutual
respect and kindnessWe do this by:Saying ‘yes’ firstRecognising that students will make mistakes and that we need to support them to make changeFocusing on the behaviour, not the personTaking time to get to know, and understand each otherRemaining calm and supportive regardless of the circumstances (no anger, yelling, blame)
Embedding our valuesWe embed this by: Displaying the VALUE and the BEHAVIOURS that support it in
every teaching spaceRegular 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
Embedding our valuesWe believe: In giving students voice and choice
What might this look like?
1:1 teacher and student small group ILP, group activity large group class community of interest school, organisation wider community city, country
international communities alliances, virtual communities
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
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
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teacher directed learning
co-constructed learning
student directed learning
teacher directed learning
student directed learning
co-constructed learning
The tools for independent learning
The student’s passions and
interests
UNLIMITED style of learningJust in case learning
Just in time learning
Term 1
Jan
Dennis
Robyn
English
Term 2 Term 3 Term 4
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.
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.
‘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!
Damon’s Story WMV
descriptor
VELS levels
resources
Curriculum objectivesLearning IntentionsThe knowledge, skills and behaviours towards achieving each VELS level
Focus Areasliteracy
numeracyICT/Ultranet
e5
Learning Outcomes ExpectationsI can….. (written from a student’s perspective)
Range to reflect personalisation of learning
Learning SequenceWhat will be taught during the 5 weeks broken down week by week
Assessment ProfileObservations, conversations,
productsOF – diagnosticAS – formative
OF - summative
Differentiation of the learningIndividual students named with