Creating Today's Learning, for Tomorrow's World - Case Study: Polaris Association of Independent Schools of
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Creating Today’s
Learning, for
Tomorrow’s World
Case Study: Polaris
Thursday 4 June
Association of Independent Schools of
South Australia (AISSA)
CREATING TODAY’S LEARNING, FOR TOMORROW’S WORLD | PRESENTER BIOGRAPHY
ADRIANO DI PRATO
BA (Design), G DipEd, MSL, G Cert Mgt NFP Organisations, MACE
Adriano is a learning designer, prominent educational thought leader
and was the social architect of a new dynamic learning ecosystem titled
- Polaris, a vision for faith, learning and life for a new world
environment. He is a Partner in a School for tomorrow, a global
educational network supporting students, teachers, and school leaders
to thrive in a new world environment.
In March 2020, Adriano launched the hugely popular educational
podcast series Game Changers, with co-cost Associate Professor of
Education & Enterprise Dr Philip Cummins. The Game Changers
podcast is for those who want to change the game of schooling and
features prominent Australia and International educators as weekly
guests discussing the purpose of schooling and learning for today’s
world.
Adriano is a former President of the Victorian Catholic Secondary
Schools Deputy Principals Association (VCSSDPA). He was on the
VCSSDPA Executive for 10 years. In 2015 Adriano was awarded Life
Membership (Honorary) by the VCSSDPA for significant contributions
to Catholic education.
As an alumnus of the University of Melbourne, Adriano is part of their
Access Connections Mentoring Program and currently mentors a 3rd
year Film & Animation student. In 2019 Adriano was selected on The
Educators AU annual Hot List of movers and shakers in Australian
education. Adriano is the former Deputy Principal of Marcellin College,
Bulleen and Caroline Chisholm Catholic College, Braybrook Australia.
ACKNOWLEDGEMENT OF COUNTRY
CASE STUDY: POLARIS
CREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
MARCELLIN COLLEGE
Marcellin College is a leading Catholic Marist secondary school for
boys established by the Marist Brothers to meet the educational needs
of young men from the Eastern suburbs of Melbourne, Australia.
It was established in the Melbourne suburb of Camberwell in 1950 with
one hundred and seventeen students, expanded to Bulleen in 1963
and today provides education for over 1433 young men.
The College motto is – Virtute Ad Altissima, meaning ‘Through virtue
and courage to strive for the highest’. Our motto places before us the
ideal to provide our students with opportunities to develop their fullest
possible potential.
Marcellin College had seen an 11% enrolment growth from 2013 to
2018, a student retention rate from Year 9 to 12 of 97% (formerly 78%
in 2008) and in the past six years 95% (average) of students applying
for a tertiary place receiving a 1st round University offer. These
destination results have positioned Marcellin in to the Top 3
independent Catholic secondary boy’s schools in Victoria.
Marcellin College is an independent Catholic School governed by
Marist Schools Australia (MSA).
CHANGING THE GAME
CREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS A NEW STORY “ Demand for enterprise skills has been rising over the past 3 years. Foundation for Young Australians (FYA) The New Basics: Big data reveals the skills young people need for the New Work Order | 2017
CREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
CREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
Whole school
review process into
learning via the
National School
Improvement Tool Development of 12
Students and staff (NSIT) supported Guiding Principles,
involved in the design by the Australian that with the NSIT Appointed
process for the Commenced Opening of the Council of findings are the Launched Learning
Hermitage Project & process for a new Hermitage Project, Educational foundation of a new Established a MyMC, a LMS Mentors &
Marist House in Learning Marist House & the Research (ACER) & Strategic new College developed in Breadth Stage
partnership with Management Wurundjeri Heritage Catholic Education Improvement Plan Leadership partnership Program
Cox Architecture System (LMS) Garden Melbourne (2019-2021) Structure with SchoolBox Leaders
2016 2017 2018 2019 2020 2022
Action Research Grant Commenced Tenth House - Commenced The Polaris learning Developed one Commenced Built staff capacity Depth & Breadth
Rubrics & Assessment process of full Chirat House trialling a Learning ecosystem hundred Depth involvement in the around Literacy Pathways Stage
In partnership with the curriculum audit commences Mentor framework framework is Stage courses, Victorian Young instruction, Project Stages commences
University of Melbourne with Senior developed designed to stretch Leaders to Based Learning, commenced
Students and challenge Indonesia six-week Self-determination
each student immersion program, Theory &
the Asian Bridging Curriculum Design
Program with (Understanding By
Indonesia & a Design)
partnership with the
Government of
Sardinia, Italy for an
annual student
exchange program
CREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
A NEW LEARNING ECOSYSTEM
3Polarisskills for life-long learning is an adaptation
inspired from the Centre for Curriculum Redesign.CREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
POLARIS
BREADTH STAGE Across Victorian Curriculum
Band 5 (Years 7&8)
“ The future needs to be integrated.
That means emphasising integration
of subjects, integration of students and
integration of learning contexts; and it
needs to be connected – that means
connected with real-world contexts,
and also permeable to the rich
resources in the community.
DEPTH STAGE Across Victorian Curriculum Andreas Schleicher
Band 6 (Years 9&10) Director for Education and Skills at the OECD | 2018
PATHWAYS STAGE VCE VCAL VET
School-Based
ApprenticeshipsCREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
BREADTH STAGE
Rule 30. This does not mean that schools are required to structure
their teaching and learning programs and timetables based on
‘subjects’.
Rule 31. In the Breadth Stage of schooling (Years 3–8) schools may
choose to adopt a vertical structure, to include an elective structure
or to design their curriculum around an integrated inquiry-based
approach to learning.CREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
BREADTH STAGECREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
BREADTH STAGECREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
BREADTH STAGE COURSES
During the Breadth Stage students undertake four Units of Study (each a semester in length) across each of the eight future-
focused courses over a two year period.
BREADTH
STAGE
1 2 3 4 5 6 7 8
Sem 1
Year One
Sem 2
Sem 3
Year Two
Sem 4
Character & Citizenship Futures Thinking
Creative Arts Global Perspectives
Culture (languges) Health & Wellness
Financial Literacy & Enterprise SustainabilityCREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
DEPTH STAGE
Rule 70. The challenge is to reconcile the twin demands of providing
a learning program that maintains a focus on a common entitlement
to core knowledge and skills and high expectations of every student
while also allowing students opportunities to develop and pursue
areas of individual interest and expertise.
Rule 88. The school curriculum plan should recognise that in these
years of schooling some students begin to focus on areas of
specialisation related to both their future schooling and intended
pathways beyond school.CREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
DEPTH STAGECREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
COMPULSORY AND OPEN COURSES
Each young person must choose seven courses per semester. Four of these courses come from the compulsory courses
and three from any of the open courses.
DEPTH
STAGE
1 2 3 4 5 6 7
Sem 1
Year One
Sem 2
Sem 3
Year Two
Sem 4
Compulsory courses Open coursesCREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
PATHWAYS STAGE
At the Pathways Stage students choose from
Victorian Certificate of Education (VCE)
Victorian Certificate of Applied Learning (VCAL)
Vocational Education & Training (VET)
School Based Apprenticeships (SBAT)
options, to optimise their post-school opportunities.CREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
PATHWAYS STAGECREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
A NEW LEARNING ECOSYSTEM
“
Every individual matters.
Every individual has a role to play.
Every individual makes a difference.
Dame Jane Goodall DBE
English Primatologist and Anthropologist | 1999
Personalised Learning Rule 82. If a school proposes for any student an individual learning program
Plans (PLP) that departs from the provision model set out in the whole - school
Each student creates a PLP at the curriculum plan, that decision should be made in conjunction with the
beginning of each calendar year. Individual student and the student’s parents/carers, and must be approved by the
learning goals and targets motivate school principal.
students to:
become more active participants in the A comprehensive wellbeing network that aspires to ensure each student is
learning process
known, loved and valued. House Leaders, Pastoral Leaders, Learning
become more independent learners
identify what is important to their own Mentors, Student Counsellors, Careers Practitioners, Learning Diversity and
learning many other key support roles allow each young man the opportunity to
achieve their full potential. experience the independence to exercise and develop:
Autonomy, competence and relatedness (SDT)
Agency and advocacy
Proactive goal setting and self-review
Personal resilience and mental and physical wellness
SDT: Self- Determination Theory - is a theory that links personality, human motivation, and optimal executive functioning. It
centres on three basic human needs – competence, autonomy and relatedness.CREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
A NEW LEARNING ECOSYSTEM
“
Our task is to educate their [our
students] whole being so they can face
the future. We may not see the future,
but they will and our job is to help them
make something of it.
Sir Ken Robinson
The Element: How Finding Your Passion Changes Everything
2009|
Learning Mentor Shape Your Fortnight
From the Depth Stage of Polaris each Polaris is about high (academic) expectations and high (wellbeing)
student can access a Learning Mentor in
support.
support of their individual organisational,
academic and social needs. At the Depth Stage and Pathways Stage students can choose how they
would like to use their “Available Period” time. Options include services and
Once student is in his final two years at support such as seeing a Learning Mentor (one-on-one) to review overall
the College the relationship with a
academic progression and organisational skills, work with their House
Learning Mentor shifts to exploring
personal academic data to improve
Leader or Pastoral Leader, work with Learning Diversity staff, see a Student
individual outcomes. Counsellor for personalised wellbeing needs, create a Depth Stage, VCE,
VET or VCAL study group, visit a Careers Practitioner to discuss course
options and tertiary transition or complete a session with a Fitness Coach.CREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
LEARNING DESIGN & ASSESSMENT
The Understanding by Design® framework is guided by the confluence of
evidence from two streams—theoretical research in cognitive psychology,
and results of student achievement studies.
Stage 1 – Desired Results: What is the Learning?
Stage 2 – Assessment Evidence: How will you know they have learned?
Stage 3 – Learning Plan: How will they Learn?
Assessment for Performance Task (asynchronous)
Self-determined learning instruction (Project-Based Learning, Applied Learning &
Heutagogy):
Learner’s ability to construct meaning making with the knowledge and skills they
have acquired of Victorian Curriculum achievement standards
Learner’s ability to transfer their learning of knowledge and skills autonomously
and effectively in new situations
Mastery Task/s (synchronous)
Direct instruction methodology:
Acquisition of knowledge and skills demonstrating proficiency of Victorian
Curriculum achievement standardsCREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS LEARNING DESIGN & ASSESSMENT
CREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
LEARNING DESIGN & ASSESSMENT
“ Everyone here has the sense that
right now is one of those moments
when we are influencing the
future.”
Steve Jobs
Apple founder
Fixed periods – during the six fixed periods,
core knowledge, skills and capabilities are
delivered in class and/or online via
accessing learning resources on MyMC.
Flexi period – during the one flexi period
teachers have the opportunity to set stretch
activities (differentiation), additional tutorial
support, provide formative feedback and
master classes (large style lecture). The Flexi
period is NOT part of the five
“available periods”.CREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS GUIDING RESEARCH DOCUMENTS
CREATING TODAY’S LEARNING FOR TOMORROW’S WORLD | CASE STUDY: POLARIS
“
A NEW STORY
When we are no longer able
to change a situation, we are
Those school leaders and educational sectors that understand potential
challenged to change
futures, and what each might mean for them, and have the courage to
plan ahead, will be the best prepared to support young people to succeed
ourselves.
and flourish in the obvious reality of a new tomorrow. Viktor E. Frankl
Author
Teachers and school leaders will need to alter the way we think about how
our students learn and the environments in which we encourage this
learning to take place.
Future Strategies Coach for Educational Leaders Will Richardson
presented this provocation table, titled “Unpleasant Truths” during a
recent LearnLife webinar, whilst speaking about why a new paradigm for
learning is so vital in the online world. Richardson challenged all
participants to consider what is and what could be. Ask yourself – which of
these two lists will best support our young people to thrive in a new
world environment?
None of this is really complicated—it just requires us to abandon the
binary thinking around what learning is and start to be open to doing
schooling differently. With anytime, anywhere learning becoming the new
normal for our students.THE WAY FORWARD?
A SCHOOL FOR TOMORROW
A School for Tomorrow is a global educational network
supporting students, teachers, and school leaders to thrive
in a new world environment.
WHO ARE WE?
a School for tomorrow is a global educational network supporting students,
teachers, and school leaders to thrive in a new world environment.
a School for tomorrow aims to build the character, competencies and wellness of
the young people in our care so they can learn, live, lead and work with success in
the new tomorrow of their world.
creating today's learning, for tomorrow’s worldA School for Tomorrow is a global educational network
supporting students, teachers, and school leaders to thrive
in a new world environment.
HOW CAN WE SUPPORT YOU?
Discover and explore our research-driven personal, professional and public programs,
which are all designed to prepare human beings to learn, live, lead and work in their
world as:
GOOD FUTURE CONTINUOUS SOLUTION RESPONSIBLE TEAM
PEOPLE BUILDERS LEARNERS ARCHITECTS CITIZENS CREATORS
& UNLEANERS
Figure 1: a School for tomorrow’s six graduate outcomesA School for Tomorrow is a global educational network
supporting students, teachers, and school leaders to thrive
in a new world environment.
WHAT DO WE OFFER?
FOR STUDENTS FOR TEACHERS FOR SCHOOL LEADERS
The Pathway to Excellence: A personal The Way: A professional learning program Game Changers: A public education and
development program for students in for teachers in fit for purpose 21C enterprise program for leaders that
character and competency featuring readings, education featuring micro-credentialed celebrates those true pioneers in education
accredited courses, family support materials, and higher degree courses, workshops who are building schools for tomorrow
self-help tools and online resources for young and events, lessons and learning artefacts, featuring The Game Changers Podcast,
people to build their voice, agency and evaluation and assessment tools, videos, keynotes, workshops, social projects
wellness through helping them to: publications and multimedia resources for and events.
Learn the self-awareness of knowing schools to build thriving communities of
themselves through asking: who am I? inquiry and practice.
Live in relationships built by earning their
places through asking: where do I fit in?
Lead as a servant who goes on a journey
from me to you to us through asking the
question: how can I best serve others?
Work vocationally and find their calling by
asking the question: whose am I?A School for Tomorrow is a global educational network supporting students, teachers, and school leaders to thrive in a new world environment.
“
Keep your thoughts positive because your thoughts become your words.
Keep your words positive because your words become your behaviour.
Keep your behaviour positive because your behaviour becomes your habits.
Keep your habits positive because your habits become your values.
Keep your values positive because your values become your destiny.
Mahatma Gandhi
Indian Lawyer, Politician and Social Activist | 1940HOW CAN YOU CONTACT US?
s @aSftomorrow
e aschoolfortomorrow@circle.education
w aSchoolfortomorrow.comYou can also read
