Table+5

Meet our team...
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Stage 1: choosing 9 diamonds and putting them in priority order.


Points of discussion developing and prioritising our 9 goals for curriculum at MLC included:
 * We do not like having to prioritise them! They are all equally important.
 * We don't like working to proportions (e.g. a proportion is interdisciplinary) because we feel this discourages differentiation and varying content to the student's needs.
 * Interdisciplinary curriculum rated low in our group, teachers were more interested in designing projects with students and allowing the disciplines to be worked out later.
 * There was an importance placed on the whole student, ethics, life skills in our discussions that we felt was missing from the given diamonds.
 * We thought global meant different things (all good and useful)

As can be seen above, our added points were:
 * //Flexible and diverse (__no__ proportions).//
 * //Reflection, evaluation, self-knowledge//.
 * //Living globally, changing//.
 * //Morals, ethics, perspectives//.
 * //Collaboration//.

Stage 2: Turning Principles into Action
An updated image of our notes follows these longer bullet points. The questions David asked us were:

What changes will we need to make, in the way we organise ourselves? sensible and easy risk assessment and parental permission process that allows spontaneous learning.
//There was a big discussion about how many of our students are coached, coached, coached after school. All the way to year 12, coached to pass exams and excel. These kids struggle with anything apart from being spoon fed or chalk and talk style learning. "They are not given the **freedom** to learn to learn their own way."//
 * Time allocation that teachers are available to students, NOT LUNCHTIME. Subject allocation needs extra time for teachers to meet with students. Need time with each student one on one to assess their needs.
 * Smaller class size.
 * Ask students what they want to learn.
 * Teachers still need to instruct to a certain extent, depending on the subject area. Teachers do have a bit of wisdom! We know what students can learn, how to scaffold their learning.
 * Students need to understand themselves so they can know what they //can// do. Then they won't just wait to be told what to do.
 * We need dialogue with parents to explain why we're doing what we're doing. That we're not asking them to trade off as exam results.



(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)