Learning Framework 2014 2016 - Pymble Ladies' College
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Learning Framework 2014 – 2016
Learning and Teaching Framework
A learning and teaching framework will help teachers provide a more consistent learning
experience for students at all stages K-12 by translating the ideas of Towards 2020 into
classroom practice. It will improve student outcomes by providing an overall umbrella for student Care
learning and clarify the College’s focus on professional growth.
Agreeing on and introducing the goals of the Melbourne Declaration, learners and teachers to measure their
framework at this moment will sustain which aims to enable students to progress. The implementation of the
the momentum of Towards 2020. The become active, creative, and informed framework will provide opportunities
framework takes into consideration
the changing nature of the educational
citizens. Such rigorous commitment to
improving the educational outcomes
for distributed leadership amongst
our staff to ensure we are building
Courage
discourse that is racing to keep up of our students will have wide-ranging our professional capacity across the
with a rapidly changing world. The effects including enabling our staff to organisation. The framework provides
advent of a new curriculum seeks and contribute to wider educational debate opportunities for student engagement in
indeed demands new approaches to and cement Pymble’s reputation as an the planning and implementation of their
teaching and learning. The values- international leader in girls’ education. learning experiences.
based nature of the framework will also The focus, which the framework
It is essential the learning framework be
assist teachers to address the overall
wellbeing of students.
provides, will assist teachers to feel
greater satisfaction in their mission to
supported at every level of the College Responsibility
and that other initiatives are aligned with
facilitate student learning.
The aim of the framework is to see the the framework. The framework will be
ideals of Towards 2020 put consistently To achieve these far-reaching aims, the supported with a toolkit that will help
into practice throughout the College. learning framework will be spelled out teachers develop practice that aligns
The framework will provide a unifying in stages. An associated professional with the framework.
context for all of the developments
in the College in relation to learning.
learning program underpinned by the
professional standards for teachers Integrity
In order to prepare students to meet will be designed to support the
the demands of the 21st century, they transformation of learning in light of
are entitled to learning experiences the framework. It will provide multiple
rooted in real-life contexts and the and flexible approaches that cater for
learning framework seeks to make our most intrepid learners on one hand
this endeavour a reality. The learning as well as our more reluctant on the
experiences we devise using the
framework will observably link to the
other. The framework will include inbuilt
measures of success that allow both
Respect2020 Learning and Teaching Framework
Courage Responsibility
Innovation for Learning Opportunities for Learning
Learning environments encourage Learning opportunities are broad,
vide a
students on their journey from balanced and innovative and pro
dependence to independence. tatio n of the BoS NSW
thoughtful interpre
syllabus doc ume nts.
Integrity
Shared Beliefs about Learning
Our beliefs about learning underpin every
experience within the College.
Care Respect
Partnerships for Learning Progress in Learning
Learning partnerships nurture students’ Each student’s voice is heard and
and
strengths and interests helping them to valued and each student is known
achieve their personal best. respected for her skill s abil ities and
character.2020 Learning and Teaching Framework
Integrity
Courage
Care
Respect
Shared Beliefs about Responsibility
Learning Innovation for Learning
Personalised Learning • Learning is a product of • Intradisciplinary Flexibility
engages every student at her Principles of Assessment thinking and Choice
point of challenge for Learning • All individuals can learn and Within disciplines students are
succeed Opportunities for Learning offered flexibility and choice in
It is achieved through modifying: • Emphasises the interactions
between learning and • All new learning is constructed Meaningful curriculum through: what and how they learn.
• Content
manageable assessment from prior learning • Interdisciplinary
• Process • NSW Board of Studies
strategies that promote • Learning occurs at the point Collaboration
Syllabuses
• Product learning of challenge Students benefit from
• Co-curricular
• Learning Environment • Clearly expresses for the • Individuals learn best as a integrated opportunities
• General Capabilties that align content and
student and teacher the goals community
of the learning activity or task • Spiritual skills to provide more time
• Reflects a view of learning • Service Learning for deep learning.
in which assessment helps • Outdoor Education • Transdisciplinary
students learn better, rather • Wellbeing Transformative Learning
than just achieve a better Experiences
• Boarding
mark Student-centred experiences
• Provides ways for students that transcend traditional
to use feedback from structures to engage learners.
assessment
• Helps students take
responsibility for their own
learning
• Is inclusive of all learnersFocus Areas for 2014
Courage
Innovation for Learning Responsibility
• Identify and value the individuality of Opportunities for Learning
each student’s achievements new
• Maximise ICT support and flexible • Ensure the implementation of the
spaces to enhance student thinking curriculum aligns with 2020
• Increase the range of learning
experiences
Integrity
Shared Beliefs about Learning
• Learning is a product of thinking
• All individuals can learn and succeed
Care Respect
Partnerships for Learning Progress in Learning
• Introduce Reflective Conversations to hods
• Implement a wider variety of met
encourage students’ unique strengths to provide feedback and ass ess
and interests understanding
• Use student tracking to gain a greater a range
• Teachers enable students to use
holistic view of individuals pro ces ses to
of thinking strategies and
demonstrate their underst and ingFocus Areas for 2015
Courage
Innovation for Learning
Responsibility
• Innovate to increase student Opportunities for Learning
are
engagement in learning • Ensure the contexts for learning
challenging
Integrity
Shared Beliefs about Learning
• All new learning is constructed from
prior learning
• Learning occurs at the point of personal
challenge
Respect
Care Progress in Learning
Partnerships for Learning • Teachers share expectations
and standards through
• Build in approaches to maximise
professional dialogue
individual student progress.Focus Areas for 2016
Courage Responsibility
Innovation for Learning Opportunities for Learning
global
• Develop creative and diverse • Set the context of learning to be
s to mak ea
learning experiences and provide opportunitie
positive difference to the wor ld
Integrity
Shared Beliefs about Learning
• Individuals learn best as a community
Care Respect
Partnerships for Learning Progress in Learning
• Build on current parental • Increase opportunities for
and community involvement collaborative learningReferences
Assessment Resource Centre. New South Wales. Board of New South Wales. Board of Studies. (2013). NSW syllabuses for
Studies. (n.d.) Assessment for learning in Years 7-10 syllabus. the Australian curriculum.
Retrieved from http://arc.boardofstudies.nsw.edu.au/go/9-10/afl/ Retrieved from http://syllabus.bos.nsw.edu.au/
Australian Curriculum, Assessment and Reporting Authority Pymble Ladies’ College (2012). Towards 2020: striving for the
(2013). General capabilities in the Australian curriculum. highest.
Retrieved from http://www.australiancurriculum.edu.au/ Retrieved from Pymble Ladies’ College website: http://www.
generalcapabilities/general%20capabilities.pdf pymblelc.nsw.edu.au/en/About/Towards-2020.aspx
Australian Institute for Teaching and School Leadership (2011). Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking
National professional standards for teachers. Retrieved from http:// visible: how to promote engagement, understanding, and
www.aitsl.edu.au/verve/_resources/AITSL_National_Professional_ independence for all leaners. San Francisco: Jossey-Bass.
Standards_for_Teachers.pdf
Tomlinson, C.T. (2010). Retrieved from http://www.diffcentral.com/
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classroom. In J. Gardner (Ed.), Assessment for learning: practice,
Wiske, M. S. (1998). Teaching for understanding: linking research
theory and policy (2nd ed., p. 11-32). London: Sage.
and practice. San Francisco: Jossey-Bass.
Harvard Graduate School of Education. (2013). Project Zero.
Acknowledgements
Retrieved from http://www.pz.harvard.edu/
Contribution of staff
Hattie, J. (2012). Visible thinking for teachers: maximizing impact
on learning. London: Routledge. Professional Learning Teams
Ministerial Council on Education, Employment, Training and Ron Ritchhart
Youth Affairs (2008). Melbourne declaration on educational goals
Frank Crawford
for young Australians. Retrieved from Ministerial Council on
Education, Employment, Training and Youth Affairs website:
http://www.mceecdya.edu.au/mceecdya/melbourne_
declaration,25979.html
Avon Road, Pymble NSW 2073 Australia
Tel: +61 2 9855 7799
Email: communityrelations@pymblelc.nsw.edu.au
www.pymblelc.nsw.edu.au
December 2013
CRICOS No. 03288K
A school of the Uniting Church in Australia for girls from Kindergarten to Year 12.
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