SPCC Learning Framework V1.1 2021 by St Peter's Catholic College

ST PETER'S CATHOLIC COLLEGE

LEARNING FRAMEWORK

'LIVE THE FAITH'

Version 1.1 2021

Promoting quality learning in a contemporary, innovative and supportive learning environment.

Index PREAMBLE

AN OVERVIEW OF THE TERMS OF REFERENCE OF THE COMMITTEE WHO DOES THE LEARNING FRAMEWORK SERVE?

HOW DOES THE LEARNING FRAMEWORK SUPPORT THE ST PETER’S VISION?

LEARNING FRAMEWORK

THE DESIGN OF THE LEARNING FRAMEWORK DEFINING THE CORE ELEMENTS

DEFINING THE ACTION DIMENSIONS

UNPACKING THE ACTION DIMENSIONS

10 - 14

DEFINING THE TRANSVERSAL THEMES

15-16

CONCLUSION, NOTE OF THANKS REFERENCES BIBLIOGRAPHY

16 19-22

Preamble: ‘Education transforms lives through empowering people to determine their own destiny.’ (UNESCO, 2003)

The St Peter’s Learning Framework articulates the core elements of high quality teaching and learning practice. Grounded in contemporary research, this Framework is responsive to current education policies at Federal, State and Diocesan levels and strategically promotes the development of a contemporary and innovative learning culture within the College.

“Schools play a vital role in promoting the intellectual, physical, social, emotional, moral, spiritual and aesthetic development and wellbeing of young Australians, and in ensuring the nation’s ongoing economic prosperity and social cohesion. Schools share this responsibility with students, parents, carers, families, the community, business and other education and training providers."

At a local level, the Framework is reflective of the St Peter’s College Mission, Core Values, Guiding Principles and Graduate Statement; actively promoting the development of the spiritual, social, emotional, physical and cognitive attributes of all learners. St Peter’s encourages our learners to be ‘disciples of Christ’, capable of imparting Gospel values through actively ‘living the faith’, at school and within the wider community.

The Melbourne Declaration on Educational Goals for Young Australians. (2008)

The St Peter’s community recognises that the wellbeing of learners is paramount to their success. Wellbeing and learning are inextricably linked.

Ministerial Council on Education Training and Youth Affairs.

Learners who are successful, happy, healthy and productive, enjoy high levels of wellbeing. This positive wellbeing promotes success and generates high levels of resilience and learner commitment.The Learning Framework reflects this strong connection. St Peter’s learners are aspirational, and above all, responsible for their learning. They strive to build positive relationships which are trusting, respectful and authentic. They understand that their success as learners is founded on positive attitudes, strength of character and a commitment to achieving their best. St Peter’s learners celebrate their personal success and encourage the success of those around them who also strive for excellence. Our community believes that an emphasis on learning, without a commensurate focus on wellbeing, diminishes the potential of all learners to be successful and fulfilled individuals, now and in to the future.

LEARNING FRAMEWORK

‘The mind of the prudent acquires knowledge and the ear of the wise seeks it out.’ (PROVERBS 18:15)

An Overview of the Terms of Reference for the Committee In early 2017, St Peter’s staff engaged in a range of discussions focusing on reimagining learning at the College. There emerged a desire to undertake a process of reflection and capacity building to respond to a number of identified priorities. Soon afterwards, the College Principal, Tim Hildebrandt, invited all staff to contribute to the development of a learning framework for the St Peter’s community.

LEARNING FRAMEWORK

This group was tasked with the responsibility of: 1. exploring current theories and practices in pedagogy through academic reading, collaborative sharing and active dialogue. 2. identifying the elements of quality practice relevant to St Peter’s. 3. producing a Learning Framework with clear guidelines for all stakeholders.

The initial work undertaken by the Learning Framework Committee reviewed all core curriculum policy documents. These included: The Melbourne Declaration, The Australian Curriculum (ACARA), Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools (Gonski Review). The National Schools Improvement Tool – NSIT (ACER), The Australian Professional Standards for Teachers (APST - AITSL), K-10 Curriculum Framework (NESA), The Quality Teacher Framework (QTF – DET, NSW), and the Diocese of Broken Bay Learning Principles. In addition, the work of prominent educational researchers, including Hattie, Masters, Black, Wiliam, Crockett and Timperley, was reviewed. These documents guided and challenged our thinking and provided clarity when most needed. A significant number of existing frameworks from State, Catholic and Independent schools, nationally & internationally, were also reviewed by the Committee. In total, over sixty policies, researchdocuments and frameworks were addressed. Clear and transparent disclosure of the work of the Committee was prioritised, allowing staff to be kept informed of the progress. Involvement on the Committee was open to all staff with agendas, minutes and research material made available through the Professional Learning OneNote. Feedback was provided to staff through discussion sessions at Professional Development days, PLAs and Staff Meetings.

Who Does the Learning Framework Serve? The St Peter’s Learning Framework has four key stakeholders; Students, Educators, Parents and Carers, and our Wider Community St Peter’s students are challenged daily to embrace learning, to pursue excellence in all its forms and to take ownership of their learning. St Peter’s educators are empowered as codesigners and co-learners and work practice. St Peter’s Parents and Carers are actively engaged in partnership with the College to support the intent of the Learning Framework. The wider community is a significant source of inspiration, motivation, challenge and support. It is a valuable connection to life beyond the College and offers learners a link to the world of work. Collectively, these stakeholders contribute to a vibrant and innovative learning community; embracing learning and preparing our students to be successful at school and in their post school endeavours.

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collaboratively to share and develop professional

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How Does the Learning Framework Support the St Peter's Vision? A key component of the Vision Statement is a consistently applied Learning Framework. The National School Improvement Tool (Australian Council for Educational Research, 2012) affirms that outstanding schools demonstrate that teaching is consistent within the school and that evidence based practices are visible in an explicit, coherent teaching and learning plan. The development and implementation of a contextually appropriate Learning Framework is therefore, an essential component of the College vision. It provides a comprehensive roadmap for learning and teaching at St Peter’s and articulates our priorities as a learning community. The Framework provides a common language and practices from which we plan, deliver and evaluate our progress. Learning at the College strives to be relevant for all, with a strong focus on student ownership of their learning journey. Student expectations, the use of quality feedback strategies and positive teacherstudent relationships are amongst the highest influence on student achievement (Hattie, 2012). The Learning Framework incorporates these elements and associated pedagogies in order to leverage their effect. Furthermore, Hattie argues that teacher credibility and students’ perception of teacher competence has a significant impact on learning outcomes. Collective efficacy, a consistency in pedagogical approach, informed by a Learning Framework, assists in controlling the variance that is experienced by students in their daily learning.

“St Peter’s Catholic College is an exciting centre of excellence in contemporary and innovative learning. Students and teachers work in partnership each day to achieve student determined learning goals in a vibrant environment focusing on skills necessary to be successful in today’s society. The College aims to make an impact in the local community through the development of graduates who are critical thinkers, good communicators and active contributors to society.” SPCC Vision Statement (2018)

The Learning Framework Design

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Learners are intentionally placed at the centre of the St Peter’s Learning Framework with a dual focus on learning and wellbeing. Four Core Elements (Culture and Leadership, Learning Design, Learning Climate, and Professional Practice) and five Action Dimensions (Learner Agency, Perspective Rich, Contextual, Skills Based and Wellbeing Focused) combine to create the foundations of the Framework.

Three significant Transversal Themes also dissect the framework; · Collective Efficacy ·Strategic use of Time ·Leveraging Technology In synergy, the Core Elements, Action Dimensions and Transversal Themes, represent the mechanism and subsequent process by which St Peter’s is able to realise a contemporary and innovative vision for learning.

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Defining the Core Elements

Unpacking the Core Elements Learning Design

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Learning design focuses on the pedagogical approach used by teachers to prepare and deliver engaging and challenging learning experiences, quality assessment and feedback. Learner agency promotes personalised, authentic, explicit, engaging, active and visible learning. Whilst learners are guided and supported by experts they are also challenged to take ownership for their learning by demonstrating self-regulation, motivation and persistence. There are high expectations for success. Learning is collegiate and planned; it encourages collaboration and negotiation. Learners maintain a positive disposition and are aspirational in their thinking.

Unpacking the Core Elements

LEARNING FRAMEWORK

Learning Climate

Learning climate encompasses the prevailing atmosphere for learning; engaging, inspirational and safe, marked by respectful interactions, positive dispositions and high levels of learner self-regulation. A positive learning climate is reflected in the relationships between teachers and students. It is one of respectful interactions, positive engagement, and pursuit of excellence. Learners meaningful classroom interactions in order to challenge their students and encourage continuous improvement. “Future-ready students need to exercise agency, in their own education and throughout life. Agency implies a sense of responsibility to participate in the world and, in so doing, to influence people, events and circumstances for the better. Agency requires the ability to frame a guiding purpose and identify actions to achieve a goal.” OECD (2018)

Unpacking the Core Elements

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Culture and Partnerships

Our community articulates a clear vision, shared and supported by all. This collective efficacy is valued and celebrated. There exists an agreed language for learning, where all learners know why and what they are learning, in order to achieve excellence. Learner agency promotes personalised, authentic, explicit, engaging, active and visible lership for their learning by demonstrating self-regulation, motivation and persistence. There are high expectations for success. Learning is collegiate and planned; it encourages collaboration and negotiation. Learners maintain a positive disposition and are aspirational in their thinking.

“Future-ready students need to exercise agency, in their own education and throughout life. Agency implies a sense of responsibility to participate in the world and, in so doing, to influence people, events and circumstances for the better. Agency requires the ability to frame a guiding purpose and identify actions to achieve a goal.” OECD (2018)

Unpacking the Core Elements

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Professional Practice

Teachers plan, deliver and evaluate high quality instruction to facilitate and support learners. They collaborate and share classroom practice and demonstrate an engagement with, and commitment to, ongoing professional practice.

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Defining the Action Dimensions

Unpacking the Action Dimensions Learner Agency

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Learners are challenged through personalised, engaging and authentic learning opportunities and are empowered to take responsibility for their learning. Learner agency promotes personalised, authentic, explicit, engaging, active and visible learning. Whilst learners are guided and supported by experts they are also challenged to take ownership for their learning by demonstrating self-regulation, motivation and persistence. There are high expectations for success. Learning is collegiate and planned; it encourages collaboration and negotiation. Learners maintain a positive disposition and are aspirational in their thinking. “Future-ready students need to exercise agency, in their own education and throughout life. Agency implies a sense of responsibility to participate in the world and, in so doing, to influence people, events and circumstances for the better. Agency requires the ability to frame a guiding purpose and identify actions to achieve a goal.” OECD (2018)

Unpacking the Action Dimensions Skills Based

A strong foundation in skills is critical to learning success. Literacy and numeracy (written, oral, aural and visual) are essential. Problem solving, critical and creative thinking, collaboration and communication are foundations for future success. Learners have a capacity to use digital media (ICLT) to invent, imagine, construct and demonstrate meaning in innovative and creative ways.

Education has a vital role to play in developing the knowledge, skills, attitudes and values that enable people to contribute to and benefit from an inclusive and sustainable future. Learning to form clear and purposeful goals, work with others with different perspectives, find untapped opportunities and identify multiple solutions to big problems will be essential in the coming years. Education needs to aim to do more than prepare young people for the world of work; it needs to equip students with the skills they need to become active, responsible and engaged citizens. OECD (2018)

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Learners develop a foundation for success by establishing core skills, attitudes and capabilities which can be applied to new and unfamiliar situations.

Unpacking the Action Dimensions Perspective Rich

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Learners engage with, and are challenged by, the broad perspectives and rich experiences offered by an ever changing world. Perspective rich learning promotes understanding and equity, broad perspectives and connectedness with the real world; drawing upon community expertise, both local and global. Learners develop a personal awareness of their view of the world and are challenged by the views and perspectives of others. As global citizens, they have a deep understanding of diverse values and worldviews and a capacity to empathise and respond positively to the world around them.

Young Australians will need to be equipped with skills, mindsets and capabilities to respond and adapt to shifting occupational landscapes…. They will need to be lifelong learners who are curious, adaptable, autonomous, driven, self-disciplined, confident and have competency across different skillsets. Bignill, et.al. (2018) ‘The Future of Schooling in Australia’

Unpacking the Action Dimensions Contextual

Contextual learning has purpose and relevance and engages with real world situations. Learning is strategic and explicit and supports the pursuit of excellence. Learners transfer and apply their knowledge and skills to new and unfamiliar settings and make connections between known ideas and new learning. Learners are able to investigate ideas, solve problems, explore, experiment and take calculated risks to develop their agency as learners.

Learning and wellbeing are closely linked. Young people with good wellbeing are more engaged and successful learners. Likewise gaining a good education is a key contributor to positive lifelong wellbeing outcomes. OECD (2016)

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Learners make connections through investigating, experimenting and problem solving and can transfer and apply their learning to new situations.

Unpacking the Action Dimensions

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Wellbeing Focused

Learners exhibit emotional strength, self-efficacy, resilience and selfregulation. They are aspirational and set themselves challenges that promote their wellbeing. Wellbeing focused learning supports positive and trusting relationships, through engagement with others. Learners are proactive, optimistic and display character and resilience at points of challenge. They show emotional strength, social competence, empathy and value their work and that of others. They are selfregulated and use a growth mind set in thought, language and action.

Defining the Transversal Themes Three significant Transversal Themes dissect the framework.

Collective Efficacy Hattie (2012) argues that our capacity to work collegiately to achieve a common goal is critical to the success of all school communities. The St Peter’s Learning Framework provides everyone with a common language for learning so we can effectively collaborate, share and develop our practice. The Framework design is strategic, research based and provides impetus for sustained and significant growth. A culture of commitment and ownership is essential for this Framework to be successful. It is when all stakeholders work together that we are most effective as a community of learners

The Effective Use of Time Schools are active and dynamic organisations. Time, as one of many variables, remains a challenge for all education systems. How we design, implement and respond to the learning needs of leaners is greatly influenced by our capacity to manage time well. One challenge therefore is to use time in such a way that the Framework remains highly effective. We will need to ‘think outside the square’, and evolve our structures to be more agile and responsive to the demands of the Framework. The Framework provides exciting opportunities to be innovative and in doing so will challenge the traditional time constraints of an industrialised view of education. This transformation will influence learning design, the role of technology in supporting alternate learning modes (including blended learning, online options, flipped learning etc.) and the design of the College structures, including the timetable. As we navigate a path through an ever changing world, there exists opportunities to work differently and to adopt new and emerging practices.

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· Collective Efficacy ·Strategic use of Time ·Leveraging Technology

Leveraging Technology

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St Peter’s has a strong tradition of leveraging learning in a technology rich environment. The Learning Framework will maintain this to ensure that technology is used strategically, efficiently, sustainably and in pedagogically sound ways. Technology, as a tool to promote learning and innovative practice, permeates almost all areas of learning. Technology is an enabler of learning. It facilitates the acquisition of core skills and makes powerful connections with the wider world of work. Students develop core skills in ICLT, and show confidence when applying their knowledge of technology to their learning. Teachers utilise technology to enhance learner understanding; to plan, design and deliver content in exciting, challenging and engaging ways. Technology creates links with colleagues, with students and the wider community. Our capacity to use technology effectively, is critical to the overall success of the St Peter’s Learning Framework.

Conclusion

(Gonski, D. 2018. Three Core Priorities of the Gonski 2.0 Report.)

The St Peter’s Learning Framework will begin its implementation from the beginning of 2019, in line with the School Improvement Plan (2018 – 2023). The Committee will now shift its focus from design to implementation with the rollout of initiatives to reflect the framework priorities. There will be an initial emphasis on core skills and the development of learner agency (two important Action Dimensions of the Framework). Professional learning strategies are being developed to provide staff with support in building capacity in these areas. Mapping of this work is to be undertaken in Term 4, 2018.

A Note of Thanks A special thankyou to all members of the Learning Framework Committee for their tireless efforts. The committee was blessed with a cross-section of committed staff, allowing wide ranging views and opinions to be heard. Indeed, the lengthy process became a significant learning opportunity for us all; broadening our collective understanding of contemporary learning philosophy and providing a platform for ongoing professional dialogue. Thank you to everyone for your vision, commitment and faith in the process.

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The timely release of the ‘Gonski 2.0 Report’ in March, 2018, provided a litmus test for the emerging Framework. Positively, our Framework shows a strong alignment with the recommendations and findings of the Gonski Report, thus providing strong validation for the work undertaken to date. The St Peter’s Learning Framework is an important roadmap for our community. It will guide our strategic decision making into the future, ensuring that our efforts remain focused on our core priority; the learning needs and wellbeing of our students. It will position St Peter’s Catholic College as a centre for learning excellence, characterised by engagement, innovation and positive wellbeing.

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