PEDAGOGICAL FRAMEWORK

A P IML ICO STUDENT KNOWS :What they are learningWhy they are learning it

How it links to their assessment

Each of the elements of our whole-of-school Pedagogical Framework interact and overlap. However, from the start of 2017, our collegial work around the implementation of the framework

will focus on the elements of Curriculum Intent and Sequencing Teaching and Learning.

KNOW AND DO TABLES • guide what students need to know and be able to do to be successful in

the assessment item.

• are developed using the curriculum documents, the criteria and modelled response.

• use curriculum mapping documents to establish what students already know and can already do

• include Higher Order Thinking as identified in the task

LEARNING INTENTIONS AND SUCCESS CRITERIA • guide teachers and students with what is being taught and learnt in both

knowledge and skills

• are drawn directly from the know and do table

• are used to collect evidence of learning and progress from students

GRADUAL RELEASE OF RESPONSIBILITY • a guide to how effective lessons are designed

• lessons move from modelled to guided to collaborative to independent (not necessarily in this order)

• students have multiple opportunities to independently apply the knowledge and skills required in the task

LESSON OPEN, LESSON CLOSE • utilises the Learning Intention & Success Criteria to focus the lesson

• serves as a revision of previous learning or collection of evidence of learning

• provides data about what needs to be remodelled or where further support is needed

These prioritised elements for our initial work in 2017 have particularly important interactions with other elements of the framework:

HIGHER ORDER THINKING

Opportunities for higher order thinking are identified in the curriculum for each unit and are taught and modelled as part of lessons. They are framed using

the New Taxonomy.

DIFFERENTIATION

Utilising both data and evidence of learning, teachers purposefully plan how to differentiate what is taught and how students demonstrate what they know.

CURRICULUM INPUT, OUTPUT

The literacy & numeracy demands of the unit and the assessment item are identified and addressed through the teaching and then the demonstration

of the learning in class.