The School Curriculum and Organisation Framework, P-12: A Curriculum for All |
From inside the book
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Page 55
... learning and teaching policy needs to support : • cooperative teacher program planning and implementation ; ⚫ strong school - community links ; • teacher use of a range of school and regionally based resources and services ; and ...
... learning and teaching policy needs to support : • cooperative teacher program planning and implementation ; ⚫ strong school - community links ; • teacher use of a range of school and regionally based resources and services ; and ...
Page 60
... cooperative learning strategies ; • team - building ; and ⚫ establishing common goals . 3. Listen to students and show that their ideas and opinions are valued and their strengths acknowledged . 4. Teachers need to make clear their ...
... cooperative learning strategies ; • team - building ; and ⚫ establishing common goals . 3. Listen to students and show that their ideas and opinions are valued and their strengths acknowledged . 4. Teachers need to make clear their ...
Page 91
... cooperative planning across Program Teams . ( iv ) ( v ) 2. Evidence from student surveys suggests that : ( i ) the excursion program has helped make " real " much of what they learn in the classroom . ( ii ) the enquiry - based ...
... cooperative planning across Program Teams . ( iv ) ( v ) 2. Evidence from student surveys suggests that : ( i ) the excursion program has helped make " real " much of what they learn in the classroom . ( ii ) the enquiry - based ...
Contents
FOREWORD | 6 |
DEVELOPING A COMPREHENSIVE CURRICULUM | 16 |
ASSESSMENT AND REPORTING | 22 |
Copyright | |
2 other sections not shown
Common terms and phrases
achieved activity goals allocation appropriate areas of study assessment and reporting assist students classroom comprehensive curriculum Computer cooperative learning Curriculum and Organisation Curriculum Committee Curriculum Frameworks curriculum improvement decisions dents documents Education Committee effective Encourage students English Language ensure example Figure FRAMEWORKS AREAS goals and policies guidelines help students home group implementation individual involve students learning and teaching learning experiences LOTE LOTE Languages major Mathematics Melbourne ment minor program evaluation Modular Grouping Outdoor Education parabolas participate Pastoral Care teacher Personal Development Physical Education Postprimary practices professional development program plans program teams provide opportunities range recommendations relevant reporting policy responsibility role school community school council school curriculum school organisation school policies Science and Technology shared skills Social Education society staff student learning Student Profile Students need task teaching approaches Technology Studies tion understanding units values Victoria