Learning Consistencies @ TC

The purpose of this policy document is to enhance our existing learning culture by furthering our initiatives and efforts to maximise the development and growth of every student.  The revaluation of our learning non-negotiables will now be termed "learning consistencies", and are intended to reinforce our commitment and better reflect our approach.   

As a major focus of this core work, which is a division of the schools strategic plan, these learning consistencies have been carefully revised based on the valuable feedback received from key stakeholders.   

Feedback revealed a need to distinguish between what is regarded as a 'whole school expectation' and what constitutes a 'learning consistency'.  It is important to note that these learning consistencies are not meant to impose limitations on what we do and how we operate; rather they are meant to provide support, establish a shared language/framework as well as elevate the overall learning experience.   

Below, you will find the revised list of these learning consistencies, along with explanations for each.

Learning Consistencies   

Within the classroom  

• Start, Do, Review   

• Growth Mindset

• Active and Authentic Learning  

• 10 Minute Masterclass

• Classroom Layout

Beyond the classroom  

• Identical Assessments and Timelines 

• Follow up by classroom teachers

• Storage and availability of curriculum recourses

Definitions 

The following are descriptors for each of TC’s learning consistencies:  

Within the classroom

A simple instructional model used to structure lessons to help facilitate teaching and learning.   

Effective planning and preparation helps to establish routines, guide learning with clear aims and purposeful activities, as well as to help maximise student learning time.      

Organising multi-modal teaching and learning activities in a planned sequence keeps everyone engaged, interested and connected to what is being taught.   

Ideally, no one should speak for more than 10 minutes consecutively at a time. Going beyond this span tends to be counterproductive as it promotes passive student engagement. This can result in loss of focus, boredom, and decreased learning effectiveness. Following the initial 10-minute segment, students should partake in application tasks, which foster the development and reinforcement of covered concepts.  

This process can be facilitated through the following steps: 

• ‘Introduction’ 

  • provide context for the lesson, outlining objectives, connections to previous learning, and clarifying task expectations and completion methods. 

• ‘Modelling’ 

  • walk students through given examples or work through a detailed example together. 

• ‘Interact’  

  • clearly specify whether the task should be done individually, in pairs, or groups. 

  • circulate the room to ensure comprehension 

• ‘Application’  

  • allow students opportunities for applying knowledge. 

  • provide feedback on attempted work. 

  • supplement with additional insights or value-added information. 

While this approach might encounter challenges in content-heavy subjects, it's advisable to diversify activities, incorporating different modes of learning.  This practice aligns closely with our instructional model ("Start, Do, Review") and our "Active + Authentic Learning" approach. 

Note: classroom discussions where students contribute to learning or demonstrate their understanding differ from the 'explicit teaching' of content and are not governed by this rule. 

Learning should always try to connect with students.  Just sitting and listening doesn’t cut it!  Learning is interesting when it connects to real-life problems, situations and the world outside the classroom. 

Authentic learning = learning things that matter.  It is all about making sure learning is not pointless.  
The quality of the learning experience and the work produced should be of the quality expected in the “real world”.  It's okay if it takes a few tries to get there - just like how first drafts are never perfect. 

It is important to remember that the ability to learn, (skill of learning), holds greater significance than the content being learnt. 

Embracing the idea of “not there yet” in learning is crucial.  A growth mindset centres on the belief that skills can be cultivated. If a student has not reached a certain level of skill and/or work, it is just that they have not reached it yet. If a concept is not clear, it is simply not understood yet.  By encouraging students to set goals and reflect on personal progress, every action or interaction presents a chance to learn.  The greatest learning comes from lessons learnt from mistakes. 

The physical layout of a classroom can help set the mood for learning.  Seating arrangements play a hand in engagement, performance and participation.  The layout of a classroom can promote whole class or group discussions as well as encourage positive teacher/student interactions.   

Prearranging, or rearranging, the furniture layout before or during a lesson can also be a useful management strategy to help minimise disruptive or off-task behaviour.   

Change the setting to suit the learning activity! 

Beyond the classroom

For subjects that have multiple classes, it is a good idea to use the same plan for what is taught, when it is taught (timeline) and the tasks for assessment.  This is mandatory within VCE classes.  This does not mean that classes need to be taught ‘identically’, however, we want to ensure that all resources are accessible to all classes regardless of who is teaching.  To make this successful, it is crucial that everyone contributes to planning and resource creation in a fair and equitable manner.  Further to this, using the same naming conventions and ways of reporting for all shared learning tasks will help with consistency across multiple classes.  Reporting templates can be used to help with this. 
Note – you can adapt and modify work to meet student need.  If you do, share these ideas amongst the teaching team!        

**  Please be aware that graded assessments (SACs) must not be used as the sole determinant for satisfactory completion of a VCE outcome/unit.  This is only ever used in an extenuating circumstance.  Please refer to our VCE/VM handbook for more information.   

It is the responsibility of staff to follow up when required. It is not merely the responsibility of a member of staff to pass something on to someone else and thinking that their involvement is over. If an action has been passed on, but not completed, it is the responsibility of all to ensure that a satisfactory outcome is reached.  

Feedback –  

• Follow up needs to be clear and consistent 

• Positive language 

• Shared responsibility 

• Clarification in line with current CET flow chart 

• Needs to include ‘conversation with students to resolve issue’ 

It is an expectation that all relevant curriculum resources, planning documentation and assessment materials, (including commercially purchased products), used to teach classes are kept in one place for everyone to have access to.   

The faculty OneNote is the starting point for this, which is embedded within the faculty Team.   

Links to files, presentations, videos and more can be incorporated within OneNote.  However, the resources themselves should be stored within the “files” section of the faculty Team.   

Faculty OneNote sections and pages should be clearly labelled with the same resources made available for subjects with multiple classes in a timely manner, (refer to ‘Identical Assessments + Timelines’ consistency).   

Ideally, a review of the resources used should occur at the conclusion of an assessment/unit of work. 

Teams, serving as the launching platform, is used as the priority communication tool for all internal communication.  This is also the same platform where individual Teams, and their respective OneNote’s,  are created for each subject and class to teach.