Table+8

Table 8 WikiSpace Record, for each of the three sessions:
 * The priorities and actions for the MLC Learning Principles activities
 * The key suggestions/contributions of the Enquiry Maps
 * Important discussion points, concerns or questions

__**Additional Pedagogy Principles that the group came up with:**__
 * Learning experiences will aim to be inclusive of different leanring styles
 * Student involvement + teacher knowledge = greater learning.
 * Time needs to be allocated to teachers to collaborative creatively - times allocated to staff meetings should be looked at. Limited opportunities to meet with other colleagues or faculties to create good pedagogy.
 * Teachers to choose and teach the topics that they are passionate about and the students work around their lectures.
 * Learning experiences will build upon their past experiences and cultures
 * Learning experiences to be shared and open to discussions.
 * Learning experiences are tailored.
 * Parents need to be engaged in the changing pedagogy so they are engaged in their daughters experiences and supportive of what the teachers are doing.

__**Final - additional 2 principles added to the original 7.**__ Learning experiences will involve educating parents about the learning journey. Learning experiences will be tailored to different learning styles, past experiences and cultures.

__**Pyramid rankings of the 9 squares into the diamond:**__ 1. Learning experiences will integrate head and hands (knowing and doing) 2. Pedagogical designes will give space and time for deep learning 3. Pedagogy be designed and delivered collaboratively 4. Pedagogy designs will involve adult non-teachers (experts, parents) in their delivery 5. Learning experiences will be tailored to different learning styles, past experiences and cultures. 6. Learning experiences will involve educating parents about the learning journey. 7. Learning designs will foster independent and interdependent enquiry. 8. Pedagogical approaches will encourage peer learning and peer teaching 9. Learning designs will model exemplary work (of adults and other learners)

Turning principles into Action: (3 questions): __**1. How will this look differently to our students - what would we need to do?**__ Example to create "googledocs" so students can engage in learning when not in the classroom. They can post onto blogs from home. IT dept can possibly come up with their own form of blogging for JS kids. Utilising flexible learning spaces to cater for the content being taught.

__**2. How will we change what we do as a teacher?**__ Teachers have to be willing to experiment, be flexible and take risks. Stepping outside the comfort zone. Teachers have to willing to accept things when they don't work. They need to have to the support to try new things and also have the support from the school when they don't work out.

__**3. What changes will we need to make, in the way we organise ourselves?**__ Flexible timetables to be able to cater for accelerated students. How much do we want that? Possible class desktop computer in JS studios so students can log in and blog without having to access laptop set. Flexible learning spaces e.g. access to large, small, open, closed. Access to resources to make the learning experiences dynamic, Give students some power in decision making about what and how they learn. Cooperation between faculties regarding access to learning spaces

__**How do we re-schdedule the timetable to reflect our new philosophy and support more engaging learning**__

//__Where might we need to need to go to see best/next practice?__//
 * Local schools - Mt Keira HS, Maitland Catholic, Woolaware HS (split timetable for 7/8/9 and 10/11/12).
 * National and International schools with similar philosophy?

//__Where the biggest challenges likely to be be?__//
 * meeting BOS compliance
 * Parent & broader community expectations
 * The timetable has to marry our curriculum needs and our learning pedagogy and philosophy - will they match?
 * Competing different needs for different faculties - timetable needs to be flexible.

//__Who might have the external expertise we need to draw upon?__//
 * Look at other schools who model changed timetables.

//__What are the key issues/questions to investigate?__//
 * How expectations of staff might change - allocations, terms of employment
 * Mapping outcomes across curriculum and thus staff allocation
 * Transport and accessibility for students
 * Segmentation may decrease whole school community.
 * Possible split day - how does it impact on transports, parents with students in JS and MS and SS.
 * School facilities available 24hrs and day so we could utilise them outside of "current normal" school hours.
 * JS timetable is in the shadow of SS - specialist teachers to be completely in JS so that it would free up JS timetable. Have JS specialist teachers on full time load.

//__How can we involve students/parents/community in our this theme?__//
 * Before changing the timetable, we have to understand why we are changing it - what are the reasons behind changing the timetable?
 * Have them in for parent forums - present different types of timetables and schedule
 * Parent and student advisory group
 * Spokes people and translator within ESL communities so they can understand and be included.

__//How (and to whom) would we want to present our findings?//__
 * Staff
 * Students
 * Parents
 * School Council
 * Prospective parents
 * Old girls
 * External service providers e.g. transport providers

//__What innovation/experiment would we like to test out in this field?__//
 * Kids and parents have a swap day - kids go on excursion and parents come into school.
 * Test out a common timetable/bell times with JS, MS and SS - trial with one year group
 * cross curriculum between faculties - if completing indigenous studies in multiple subjects the students complete it at the same time and the teachers work together e.g. dance, art, music etc. For anatomy it relates in PDHPE, dance, science etc.