Table+3

Record, for each of the three sessions:
 * Table 3 WikiSpace**
 * The priorities and actions for the MLC Learning Principles activities
 * The key suggestions/contributions of the Enquiry Maps
 * Important discussion points, concerns or questions

**Curriculum** We began with questioning the goal of this exercise. Are we looking at a wish list scenario, or do we look at shaking up what we do within the constraints of the mandatory curriculum requirements? We decided to go with a wish list - what would we like as the principles that guide curriculum design?

This was followed by a discussion on how we saw enquiry based and project based curriculum. - Enquiry based: we start with a question and do not know where we might end up? - Project based: we specify what we'd like the end result to be/look like/sound like/do.

1. The curriculum will be designed to always create purposeful, pervasive, and principled learning 2.Curriculum will be designed collaboratively by teachers; students. (two diamonds combined here) 3. Students needs are at the centre of curriculum design 4. Interdisciplinary work will be enquiry and project-based (the ratio is 3:1) 5. A proportion of the curriculum will be interdisciplinary (35-80%) 6.A proportion involves service based learning (10-50%) 7. Curriculum should incorporate the past as well as future. 8. Outcomes are public, for parents, community and other teachers.

**How will this look differently to our students - what would we need to do?** Physical layout and organisation - "classes" as they know it will be obsolete. Need specialised rooms and integrated rooms. Changing students' thinking - encouraging them to explore more, rather than being "told" the "right answer" or the "right" way to do something. Timetables: relationships between students will change; between staff and students Students will need to accept more responsibility for their own learning; staff need to guide them and actively model them

**How will we change what we do as teachers?** Organisation of staff more towards learning teams - "Enquiry" or "Project"; rather than "Faculties" Rather than preparing work for "my class"; we work as learning teams Curriculum mapping - a large project but it is a priority.
 * Mapping pre-K to 12
 * Enable students to see a pathway through their learning

**What changes will we need to make, in the way we organise ourselves?** Be willing to be flexible; not be rigid and hold on to what we might have invested time in. Recognise good ideas, and try new things Decide on a direction; start; commit and see it through. Allow time for planning/mapping -> by application. Teachers apply for a reduced teaching load for the following academic year; have goals/outcomes they wish to achieve, how they will do it, what resources they need. Perhaps consider rotating this between IT Pedagogy team; and other specialist teams that already exist or need to be established.


 * Let's begin the process of Collaborative Enquiry!**

**How do we enable more staff and students co-design of learning?**

Qu estions:
 * **How do we find out what kids are interested in?**
 * How do we get parents on board? How do we convince parents that this is better, than there is so much method for seeming madness?
 * Year 11/12 students: getting them into co-design. They are somewhat more passive, and more ATAR-results focused. How do we help them side-step this somewhat and help them engage with learning for the love of it?
 * Is it the values of parents, is it community, is it cultural?
 * How do we give more choice to our students?
 * Are certain approaches more motivating for students than others?
 * Teachers fall back on traditional teaching methods often because it is safe and known. Managing inquiry based learning can be more problematic, requires greater time and investment. Barriers to achieving this? How do we overcome these?
 * How do we value subjects? Some subjects are valued more highly than others by schools, students, parents and society. How do we change that?
 * Pretesting and posttesting contributes to co-design: we are using students, their feeedback, their reflections to influence what we do.
 * If senior students know their outcomes well, would they be more likely to be involved in co-desining their learning/curriculum?
 * Peer tutoring/vertical streaming/cross age peer tutoring - can that help?
 * We need to figure out what the right questions are to ask! If we want students to co-design their learning, we want them to ask really good questions. There is a lot of skill to it. Do we give them the outcomes and ask them to create questions? What sort of stimulus do they need? What skills do they need?
 * How do we help students become problem finders rather than problem solvers?
 * How do we shift from content-driven to skills-strategy driven?
 * How do we discuss the findings? What will this look like, to make it most effective?