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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 First from ‘one size fits all’ to each student at the centre of their learning, based around their passions and interests Inspiring Teachers from ‘knowledge transfer’ to mentor, guide, facilitator Social Effects each student achieving within their social cotext – . who they are . where they have come from Community Connectedness harnessing the resources and opportunities from the wider community Technolgy The increasing role of technology to support learning and create new learning 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) 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 Embedding our values We believe: In giving students voice and choice What might this look like? decreasing level of influence Influence on decisions 1:1 small group large group community of interest wider community international communities teacher and student ILP, group activity class school, organisation city, country alliances, virtual communities Influence on decisions representative groups School/Class Council focus groups random unfocused Interest groups passionate, shared interest popular groups ‘good’ kids – teacher’s pets hear every voice weekly morning tea with Principal survey tools Survey Monkey, Quizdom captured voices diary rooms, cellphone, learning stories 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 ADVERTISEMENT UNLIMITED style of learning Just in case learning teacher teacher directed directed learning learning The tools for independent learning Just in time learning co-constructed co-constructed learning learning student student directed directed learning learning The student’s passions and interests English Term 1 Jan Dennis Robyn Term 2 Term 3 Term 4 Confidence Intervals Ino Kelderman Here 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. ASPIRE Blair Sheat and Duncan Woods ASPIRE 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’ Here Andre Prichard This 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 Focus Areas Curriculum objectives literacy Learning Intentions numeracy The knowledge, skills and ICT/Ultranet behaviours towards achieving e5 each VELS level Learning Outcomes Expectations Assessment Profile Learning Sequence Observations, conversations, I can….. (written from a student’s products What will be taught during perspective) OFdown – diagnostic the 5 weeks broken Range to reflect personalisation AS –offormative week by week learning OF - summative Differentiation of the learning Individual students named with appropriate modifications eg gifted, learning needs, Koorie Jamie’s reflection Jamie Video 2020 curriculum past communication analysis interpretation society, culture, humanity creativity, innovation, entrepreneurship present future Have a plan Ko te pae tawhiti Whaia kia tata Ko te pae tata Whakamaua kia tina Seek out distant horizons And cherish those that you attain Australia’s got talented youth Every child Every opportunity