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

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Influence on decisions

Influence on decisions

popular groups‘good’ kids – teacher’s pets

hear every voiceweekly morning tea with Principal

survey toolsSurvey Monkey, Quizdom

captured voicesdiary rooms, cellphone, learning stories

Interest groupspassionate, shared interest

focus groupsrandom unfocused

representative groupsSchool/Class Council

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

appropriate modifications eg gifted, learning needs, Koorie

Jamie’s reflection

Jamie Video

2020 curriculumpast present future

communication

analysis interpretation

society, culture, humanity

creativity, innovation, entrepreneurship

Have a plan

Ko te pae tawhitiWhaia kia tataKo te pae tataWhakamaua kia tina

Seek out distant horizonsAnd cherish those that you attain

Australia’s got talented youth

Every childEvery opportunity