Prerequisites:
Some prior content knowledge of the Australian Curriculum and particpants to bring a lesson planning proposal for the next term - any learning area.

Description:
Knowledge, understanding and planning are all crucial pre-requisites for effective curriculum implementation, be it at the whole school level or the teacher level. Such pre-requisites provide an essential scaffold for practitioners to build, design and agree whole school approaches, particularly to progression for student achievement across the years. This is a given. But research demonstrates that attention to structural change alone will only make a 1% difference to outcomes for students. What makes the difference to outcomes for students is when schools step up and move collectively from the 'what' to the 'how'. According to John Hattie each country has a set of 'stuff' it teaches in schools and often debates what this 'stuff' should be, whereas it would be more powerful to debate why we teach what we do, to the level of expertise we do, when we do this and how successful we are at doing it. In doing so, the research evidence is compelling; indicating that instead of making a 1% difference, we might make a 38% difference to outcomes for students by looking at the Australian Curriculum K-10 through a teaching and learning lens.

Is this really possible? Is there really an explicit expectation of Teaching and Learning practices in the Australian Curriculum? Is this consistent across all learning areas and from K-10?

Yes, Yes, Yes

Discount available for group registrations.

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