VicSRC in focus: Curriculum and Learning
In our fourth bitesize piece of the VicSRC Policy Platform, we break down our next focus area: Curriculum and Learning. See how it underpins all our work - and can be used as a guide to yours.
GOAL 4: All students have a broad range of choices of what and how to learn and these opinions are equally valued.
Why this matters
When we are involved in making decisions about our learning, we are more likely to stay at school and to do better. We also perform better at school when we are able to choose pathways, subjects and tasks that are meaningful and relevant to us. This kind of studentcentred learning, which focuses on our needs rather than delivering set knowledge, helps us become more confident, adaptable, effective learners.
This can be achieved by involving us in curriculum planning, reviews, and adjusting learning programs in response to student feedback. In particular, programs like Teach the Teacher help teachers refine their teaching to cater for diverse learning styles and needs. In this way teaching and learning both benefit.
All academic and vocational pathways including VET, VCAL and VCE are important and should be equally valued as useful qualifications in preparation for life beyond school.
Schools consult their SRC about ways to get broad student input into curriculum
planning and assessment.
Schools create student action teams, or other similar initiatives such as students as
researchers through which students can explore matters related to curriculum content,
learning and teaching approaches, and school organisation.
There are multiple student members of every school’s curriculum committee and in
curriculum review processes.
All schools develop formal processes that value student voice in gaining and
implementing student feedback on curriculum, learning and teaching and assessment.
All schools actively consider student feedback and responses (eg through student
attitude surveys) in their reflection on school performance, and invite and support the
involvement of students and their organisations in such reflection.
“What I've seen is that when students have a say and direct participation in making decisions about their learning and subject choices they are much more likely to be engaged, focused and encouraged to learn.”
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