Curriculum Pedagogy

A learning intention (or objective) for a lesson or sequence of lessons is a statement which describes clearly what the teacher wants the students to know, understand; and be able to do.

Success criteria are linked to learning intentions and describe what success looks like. It is a way of ensuring students are aware of what is expected of them and can also encourage them to extend themselves during the course of the lesson.

Following the research of academic, Professor Dylan Wiliam, Formative Assessment is a set of classroom teacher strategies devised to improve teacher practice.

It focuses on:

• Students clarifying, sharing, and understanding co-constructed Learning Intentions and Success Criteria.
• Meaningful classroom discussions and activities that prompt evidence of learning.
• The art of effective feedback that benefits the next phase of learning.
• Inspiring co-learning and peer to peer feedback amongst students.
• Encouraging students to ‘own’ their learning.

Formative Assessment
Assessment is formative when either formal or informal procedures are used to gather evidence of learning during the learning process, and used to adapt teaching to meet student needs. The process enables teachers and students to collect information about student progress, and to suggest adjustments to the teacher’s approach and the student’s approach to learning.

Summative Assessment
Assessment is summative when it is used to evaluate student learning at the end of a period of learning. The purpose is to summarise the students’ achievements and to determine whether and to what degree the students have demonstrated understanding of that learning by comparing it against agreed success criteria

At Salesian College we aim to promote, accelerate and support student growth along a developmental skills continuum. Animated by the research of Professor Patrick Griffin and the Melbourne University Assessment Centre, we seek to engage and apply classroom assessment data to make decisions about targeted teaching. Rather than teaching all students as though they are working at the same level, teachers are encouraged to use a targeted approach, in which students at different levels are taught different skills and knowledge, depending on what they are ready to learn.

As part of their classroom work, students engage in assessment activities that can be either formative or summative in nature. Teachers assess as part of their daily practice by observing and listening as students carry out tasks, by looking at what they write and make, and by considering how they respond to, frame and ask questions. Teachers use this assessment information to help students plan the next steps in their learning. Periodically, this assessment will be in more structured, formalised settings where teachers will need to obtain a snapshot of the students’ progress in order to make decisions on future planning and to report on progress. This may involve the students in doing projects, investigations, case studies and/or tests and may occur at defined points in the school calendar.

Involves the teacher reflecting upon a range of data sets to inform and guide teaching practice to influence change and drive improved student outcomes.

The High Reliability Literacy Teaching Procedures (HRLTP), developed by Dr John Munro, are a set of explicit teaching strategies that are used by teachers across all curriculum areas.  They serve to help students develop the strategies that good readers use to make meaning from text.

Education is in the midst of great change. Post Industrial age classrooms are failing to provide students with the necessary skills to be competitive and successful. Employers require individuals who can demonstrate skills in critical thinking, creativity and problem solving. They must also be proficient at working teams and display presentation skills and exhibit effective leadership qualities. Project Based Learning is a rigorous, relevant, and engaging education model that promotes self-directed learning and helps make learning relevant and useful to students by establishing connections to life outside the classroom, addressing real-world concerns, and developing real world skills. Curriculum and skill development are fundamental, however, students take ownership of their learning as critical thinkers.

At Salesian College, we will seek to utilise curriculum mapping to guide evidence-based discussions surrounding curriculum overlap. Where natural relationships exist, we will plan course integrations. This allows learning to be more natural and less fragmented.