Professional learning and planning

Program description

It's a big call to lead learning in a classroom with more than one official year level within the context of the Australian Curriculum. A considerable number of Australian classrooms, in both urban and rural environments, have learners from more than one year level.

Program rationale

A considerable number of Australian classrooms, in both urban and rural environments, have learners from more than one year level. In some cases, this is the result of a philosophical commitment to grouping learners—usually with a one or two year age difference—into 'multiage' classes. In other cases, learners from more than one year level are placed in one class as a result of necessity (e.g. in small schools where there are fewer teachers than there are year levels, or in large schools in which numbers at particular year levels require 'composite' classes to be formed).

The ‘What and How’

Given the year level organisation of the Foundation to Year 10 Australian Curriculum, a range of planning and implementation options is explored. These include multiple year level classes with:

  • year level teams and a whole class community of learners approach
  • shared learning goals (across year levels) with the focus on skills
  • shared learning goals (across year levels) connected through conceptual threads.

Participants consider the various options, along with the advantages and disadvantages of each. Approaches that do not align with the learning entitlement inherent in the Australian Curriculum are made explicit. A key focus is on formulating solutions for participants' own contexts.

Specific focus areas within:

Australian Professional Standards for Teachers

Standard 2: Know the content and how to teach it; Standard 3: Plan for and implement effective teaching and learning; Standard 6: Engage in professional learning