Consider My Learners:

Consider Evidence
of Learning:

Unpacking the
Design Space:
Teachers as
Designers

What assessment and evidence gathering will I

undertake to authentically assess what matters?
What will progression of learning look like for each
learner and how will I make this explicit?
How will I actively engage with learners in ongoing
assessment and the identification of appropriate
success criteria and learning goals?

From evidence of learning, feedback from

learners and conversations with families and
colleagues, what do I know about my learners
that will support me to respond to:
the questions they have about themselves,
their families, their local community and the
world?

This resource is in DRAFT form. In early 2015, the CEOM

will refine the Design Elements presented in this resource
in response to stakeholder feedback. If you would like to
provide feedback on how this resource was used in your
school context or share your ideas about new content,
please email ausvels@ceomelb.catholic.edu.au

STANDARDS

LEARNING PARTNERSHIPS

ACCOUNTABILITY

CONNECTIVITY

PEDAGOGY

LEARNING PROGRESSION

LEARNING NARRATIVES

ASSESSMENT

the knowledge, skills and languages

acquired from the formal and informal
learning environments of their homes and
communities?
the needs, interests, passions and aspirations
in their life and for the future?

How will I actively notice and respond to the different

possibilities for learning that emerge?
How will I partner with colleagues to come to valid,
reliable and on-balance judgements of achievement,
and critically question the impact of my decisions on
student learning?

This resource has been designed

to support classroom teachers to
collaboratively plan for learning
and teaching in a Catholic context,
with the design encouraging dynamic
movement around and across the
areas for consideration. To help ensure
that the shared aspiration of the school
community for learners and learning is
realised, teachers work in the Design
Space must align with whole-school
approaches and planning. Classroom
teachers are encouraged to adapt
this resource for their own context.

INCLUSIVITY

How will I support and enable my learners to reflect

on and evaluate their own progress, and remain in
conversation with families about engagement and
progress?

Consider Issues
or Questions:
How will I connect what I know about my learners
to bigger questions or issues of human, local and
global significance?
How will I then draw on appropriate AusVELS* and
RE standards to explore these questions or issues in
a holistic way?
What intersections between the Catholic tradition,
other traditions and the world will my learners
explore in relation to these questions or issues?

* or an approved curriculum framework, e.g. IB, VEYLDF

Consider Pedagogical Choices:

Consider Experiences for Learners:

How will I partner with colleagues to identify and enact evidencebased pedagogies that are both known and emerging? How will
my pedagogical choices:

Where are my learners now in relation to the intended learning,

and how will this influence the experiences I shape for them?
How will I ensure that experiences are authentic, benefiting the
diversity of learners? How will the learning:

create a respectful and nurturing learning environment that

fosters belonging and growth?
respond to the diversity of learners in my class?
address the general capabilities and multiple literacy and
numeracy demands of new learning?
prioritise dialogue and questioning in ways that reveal tensions
and interpretations and provoke further exploration, and
support learners to come to their own stance?
give learners voice in ways that empower them to become
inquiry-focused and self-directed in their learning?
position students, their peers, families and other adults in
multiple, co-learning relationships?
How will I actively notice myself and my learners as I teach,
adapting my practices in light of feedback?

enable learners to progress their knowledge, skills and

capabilities, and to develop dispositions?
provide active intellectual engagement with a contemporary
world, characterised by a multiplicity of perspectives, ideologies
and traditions, while privileging the Christian narrative?
offer broad, rich and relevant experiences that learners value
and that enable them to take action that matters to them in
their local community and the world?
support my learners to explore and develop deep
understanding of self, family, the community and the world, in
dialogue with others and with the Catholic tradition?
How will the learning design engage families and local and
global communities to support, extend and challenge the
learning?