Progression of Learning

Learning Progression - Curriculum design in a Catholic school embraces multiple entry points for learners, which enable them to work through the progression of learning at their own pace. Learners are supported to identify pathways that best meet their learning needs. They are supported to engage in a broad range of learning experiences both within and beyond the classroom. (Horizons of Hope Curriculum in a Catholic school foundation statement)

The Victorian Curriculum F–10 is structured as a continuum across levels of learning achievement not years of schooling. This enables the development of targeted learning programs for all students, where the curriculum is used to plan in relation to the actual learning level of each student rather than their assumed level of learning based on age. (http://victoriancurriculum.vcaa.vic.edu.au/overview/curriculum-design/standards-and-levels)

The Australian Curriculum defines a solid foundation in knowledge, understanding, skills and values for all Australian children. It recognises that children are different: they develop at different rates, have different learning preferences and areas of interest, and have different aspirations. (http://www.australiancurriculum.edu.au/overview/implications-for-teaching-assessing-and-reporting)

How does a progression of learning support us in maximising the growth of all learners?

Aim

To develop an understanding of curriculum entitlement for each student’s point of entry into learning

Intended Outcomes

By the end of this module, participants will have:

• a working knowledge of the Progression of Learning in the Victorian Curriculum and the Renewed RE Curriculum framework
• Examined their own practice in light of learning progressions
• Considered students’ knowledge of their place along the learning progression

Learning Experience 1 - Developing an understanding of progression of learning

Using the provocations above, select words that connect with your thinking and respond, reflecting your current understanding of the importance of a progression of learning.

Reflection: What challenges are there for you in ensuring a progression of learning for all students in your role? What strategies can assist you in overcoming these challenges?

Post your response to these two questions on your team’s google+ community and provide feedback to your team members.

Learning Experience 2 - Progression of learning in practice

Select a curriculum area (e.g. what you are focusing on for your research or something you have done in your classroom).

• Using a selection of work samples, map the learning evident in these work samples against the progression of learning outlined for that curriculum area. In this mapping, highlight what the work sample reveals what has been achieved and what may need further work.
• What insights have you gained about the progression of learning for your students?
• How does this inform your thinking about designing for learning in your role?

Learning Experience 3 - Examining your current planning documents

Evaluate your current planning processes and documents in light of where you see evidence of:

• designing for the progression of learning?
• student knowledge of current achievement and future learning?

What does your evaluation of your planning processes and documents now make you wonder?

As a team create a post for the project google+ community outlining your understanding of what a progression of learning is and how this is reflected in your planning document processes and documents. Post one of wonderings for consideration by the broader project group.

Resources and Further Reading

• For more detailed information about using a developmental model to assess student learning and learning progression, visit the ATC21S site for the course module Using A Developmental Model to Assess Student Learning
• VCAA Victorian Curriculum F–10 Revised curriculum planning and reporting guidelines http://www.vcaa.vic.edu.au/Documents/viccurric/RevisedF-10CurriculumPlanningReportingGuidelines.pdf