Masterclass lectures have become key components of the ILTs. Focusing on the concepts, content or skills relevant to subjects. The Masterclasses require students to view, listen and engage with a range of multimedia and independent study. A key benefit of the Masterclass is the opportunity it provides students to consolidate, review, revise and replay lectures, allowing for deeper learning in each subject. Students engage with a suite of lectures on texts on historical context, views and values as well as skill development on the various essay types. Problem solving strategies are developed through working through mathematical equations, responding to analysis questions or listening to lectures in another language that students maybe studying to consolidate oral language skills. The more practical subjects like the Arts and Physical Education have embraced instructional videos on how to cut a lino print, construct a stage set model, plus short vignettes on visual diary annotations and game strategies in matches. The ability for students to self-pace lectures and tutorials to suit their own learning style and review as many times as they need has become a key feature of the Learning Model and has enriched student learning. Ongoing professional development and support is provided to all teachers, enabling them to trial various approaches. Discussions on the Learning Model have led to heightened professional collaboration and critical thinking for teachers across Faculties. Accessing and learning how to use the most effective digital technologies has been a significant focus for teachers in the development of the Masterclasses. Recently, our data analytics has allowed for student tracking to see when students are accessing the Masterclasses and how often.
Most importantly, this Model has improved our professional development program in Teaching for Thinking, a pedagogical approach that maximises student outcomes, optimises the efforts of teachers and integrates a number of critical educational concerns. Pedagogical imperatives are developed around shifting the focus from knowledge to enquiry, thinking and planning in the language of student cognition and working collaboratively where thinking can be shared. (Ellerton, 2020) The Senior Years Learning Model has built on the Teaching for Thinking learnings and allowed teachers to develop lectures and tutorials that focus on student cognition allowing students to adopt critical thinking and values of enquiry. Six months since its implementation, the Learning Model is being consistently evaluated – using student and staff surveys and data – to inform changes and ensure the best learning opportunities for students. Targeted student interview groups, consultation and communication to parents has been a consistent part of the process. Importantly, we have found students understand the rationale for the introduction of this Model. They see it as “building on the positives of online learning, responding to university reality, creating flexibility to take control of their learning and to have less reliance on teachers.” They also understand the benefit of the Model as they comment they are learning, “how to prioritise, manage work load, study independently, engage with active learning not passive, and it is setting them up well for careers after school.” The implementation of this Model has created a unique partnership between students and teachers, learning collaboratively. Furthermore, students have a voice and agency over their learning and
