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Curriculum Planning Modules Department of Education

Curriculum Reform in Victorian Schools. Curriculum Planning Modules Department of Education. Blueprint for Government Schools. Achievement focused Overriding objective: improved student outcomes - achievement and equity Three priority areas for reform:

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Curriculum Planning Modules Department of Education

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  1. Curriculum Reform in Victorian Schools Curriculum Planning Modules Department of Education

  2. Blueprint for Government Schools • Achievement focused • Overriding objective: improved student outcomes - achievement and equity • Three priority areas for reform: • Recognising and responding to diverse student needs • Building the skills of the education workforce to enhance the teaching-learning relationship • Continuously improving schools

  3. The Curriculum Planning Modules align with the Effective Schools Model

  4. Curriculum Reform “It’s about learning and it’s about time” Stoll, Fink & Earl 2003 Curriculum reform in Victoria is as much about teacher learning as student learning

  5. Reform The most powerful lever for reform is the transforming of teachers’ practice. Teachers have a professional responsibility to continually improve their knowledge and understanding about the craft of teaching and translate that knowledge into practice. Department of Education and Training, Victoria 2003

  6. Professional Learning in Effective Schools The Seven Principles of Highly Effective Professional Learning Department of Education & Training 2004

  7. The Seven Principles of Highly Effective Professional Learning Principle 1: Professional learning is focussed on student outcomes (not just individual teacher needs) Principle 2: Professional learning is focussed on and embedded in teacher practice (not disconnected from the school)

  8. The Seven Principles of Highly Effective Professional Learning Principle 3: Professional learning is informed by the best available research on effective learning and teaching (not just limited to what they currently know) Principle 4: Professional learning is collaborative, involving reflection and feedback (not just individual inquiry)

  9. The Seven Principles of Highly Effective Professional Learning Principle 5: Professional learning is evidence based and data driven (not just anecdotal) to guide improvement and to measure impact Principle 6: Professional learning is ongoing, supported and fully integrated into the culture and operations of the system – schools, networks, regions and the centre (not episodic and fragmented)

  10. The Seven Principles of Highly Effective Professional Learning Principle 7: Professional learning is an individual and collective responsibility at all levels of the system (not just the school level) and it is not optional

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