# data[].attributes.body
- be brief and constructive
- be easily understood
- comment on attitudes, values, skills, and knowledge

# data[].attributes.headline
The partnership with home enhances learning and 

# data[].attributes.subject
The partnership with home enhances learning and 

# data[].attributes.headline
Both teacher and parents will really listen to the concerns the students have about their learning and will help them resolve their concern

# data[].attributes.subject
Both teacher and parents will really listen to the concerns the students have about their learning and will help them resolve their concern

# data[].attributes.body
Not only is the student the best person to tell their parents what they have learnt, but if we believe that students build their knowledge by communicating what they know, then providing an opportunity for the students to tell their family what they know can significantly assist with that learning.

# data[].attributes.headline
Effective School-home partnerships can enhance children's leanring both in school and the home setting. 

# data[].attributes.subject
Effective School-home partnerships can enhance children's leanring both in school and the home setting. 

# data[].attributes.headline
All teachers should be making what is to be learnt, and why it is to be learnt, very clear to students so that they can see the imirtance of learning it, how they will learn it and when.

# data[].attributes.subject
All teachers should be making what is to be learnt, and why it is to be learnt, very clear to students so that they can see the imirtance of learning it, how they will learn it and when.

# data[].attributes.headline
Parents need to know the approach to pedagogy the school uses and why they use it. 

# data[].attributes.subject
Parents need to know the approach to pedagogy the school uses and why they use it. 

# data[].attributes.body
Strong partnerships between home and school supports student learning.

# data[].attributes.body
Parents understand curriculum and know broad learning aims, activities child is involved in,

Parents understand the school pedagogy of approach to teaching

Parent needs to know how to support child

Parent needs to know that they can discuss, resolve issues

Parent needs to know how their child is getting on

# data[].attributes.body
Trust and support between parties to provide quality learning for students means-parents need to know school vision-what is school trying to achieve? Actions not words. Community needs to see school is driven to succeed with high standards.

Daily basis-teacher is respectful of all parties making sure quality learning is happening

# data[].attributes.headline
Parents will demonstrate to their child, through their actions, that they fully support the teaching and the curriculum.

# data[].attributes.subject
Parents will demonstrate to their child, through their actions, that they fully support the teaching and the curriculum.

# data[].attributes.headline
All teachers should be ensuring that every child is challenged with learning at a level that is appropriate for them so that every child experiences success and feels able as a learner.

# data[].attributes.subject
All teachers should be ensuring that every child is challenged with learning at a level that is appropriate for them so that every child experiences success and feels able as a learner.

# data[].attributes.headline
Back track - to be successful at student led conferences what do the students need to be able to do?

# data[].attributes.subject
Back track - to be successful at student led conferences what do the students need to be able to do?

# data[].attributes.headline
Make sure everyone understands their role in the learning partnership

# data[].attributes.subject
Make sure everyone understands their role in the learning partnership

# data[].attributes.body
A test of good planning is to find out whether your students are able to describe what they are learning, and how they have been part of the journey.

# data[].attributes.headline
For any one strand, there are only a small number of big ideas that we would want students to understand. 'Don't 'buck shot' the ideas of a lesson. Hone in on a precise target'

# data[].attributes.subject
For any one strand, there are only a small number of big ideas that we would want students to understand. 'Don't 'buck shot' the ideas of a lesson. Hone in on a precise target'

# data[].attributes.headline
The student is the best person to tell the parents what they have learnt.

# data[].attributes.subject
The student is the best person to tell the parents what they have learnt.

# data[].attributes.body
It helps the students to feel valued and respected, have a role in designing their learning, that what they learn is relevant, important and progressive and they are committed and motivated to learn.

# data[].attributes.headline
As your skill in teaching builds, you come to understand learning paths that students take in building their own proficiency, you get to know the concepts that students find difficult, the common misunderstandings AND you get to expand your own teaching and explanatory strategies. 

# data[].attributes.subject
As your skill in teaching builds, you come to understand learning paths that students take in building their own proficiency, you get to know the concepts that students find difficult, the common misunderstandings AND you get to expand your own teaching and explanatory strategies. 

# data[].attributes.body
Students need to know where their learning is heading and it is not enough merely to tell them at the beginning. The destination needs to be kept in lights before them so that they can see it always shining in the distance, and so that they too can make judgements about weather their own learning attempts are taking them in the right direction or not.

# data[].attributes.headline
 Not every student will have choice - the teacher is still responsible for learning in the classroom.

# data[].attributes.subject
 Not every student will have choice - the teacher is still responsible for learning in the classroom.

# data[].attributes.body
Long term, mid term and short term planning are all essential elements to planning. We all do short but not always mid or long. Mid term planning is a way for teams to think deeply about what they want the students to learn

# data[].attributes.headline
The written plan is a valuable  resource and referenceto share with your colleagues.

# data[].attributes.subject
The written plan is a valuable  resource and referenceto share with your colleagues.

# data[].attributes.headline
The intended learning and learning experiences should be sufficiently flexible and open-ended to be open-ended to be able to be co-constructed with learner and to meet the needs of the learner

# data[].attributes.subject
The intended learning and learning experiences should be sufficiently flexible and open-ended to be open-ended to be able to be co-constructed with learner and to meet the needs of the learner

# data[].attributes.body
The better you understand the big picture, the more you understand what the 'end' is then the more you are able to support students to move in the right direction, both as a class and for each inividual student.

# data[].attributes.headline
Good planning helps students to feel valued and respected by the teacher

# data[].attributes.subject
Good planning helps students to feel valued and respected by the teacher

# data[].attributes.headline
Good planning is the essential precursor to good teaching.

# data[].attributes.subject
Good planning is the essential precursor to good teaching.

# data[].attributes.headline
Schools have a legal obligation to offer an education that covers the curriculum.

# data[].attributes.subject
Schools have a legal obligation to offer an education that covers the curriculum.

# data[].attributes.headline
Planning is about the hard thinking teachers need to do in order to design quality opportunities for student learning. 

# data[].attributes.subject
Planning is about the hard thinking teachers need to do in order to design quality opportunities for student learning. 

# data[].attributes.headline
Know the possiblepathways (progressions) for future learning.

# data[].attributes.subject
Know the possiblepathways (progressions) for future learning.

# data[].attributes.body
Planning ensures all students have opportunities and access to the full national curriculum. This requires careful planning, teaching programs and monitored evaluation.  Planning is generally based on three levels;

School wide

Syndicate or team

Individual teacher

# data[].attributes.headline
Long term planning - we need an appropriate balance and coverage of all curriculum areas and how we will accommodate the differing learning needs of students.

# data[].attributes.subject
Long term planning - we need an appropriate balance and coverage of all curriculum areas and how we will accommodate the differing learning needs of students.

# data[].attributes.body
"Thinking is fundamental to planning: writing only comes after the thinking - the hardest part - has been done."

# data[].attributes.body
As your skill in teaching builds, you come to understand common learning paths that students take.

# data[].attributes.body
The better you understand the big picture the more you understand where the end is, then the more you will be able to support the students to move in that direction.

# data[].attributes.body
Good planning enables teachers to:

Be clear about what parts of the curriculum they want students to learn

Know how this is relevant to the students learning

Know how to approach the learning and gather relevant resources to help

Know how to help students achieve their learning

Know how to determine what and how students have learnt

Know next steps

Ensure the learning is flexible and open ended so it can be amended to meet learners needs.

Good planning helps students to feel:

Valued and respected by the teacher

They play a role in designing the learning

The learning is relevant, important and progressive

Committed and motivated to learn

# data[].attributes.body
"The learning of a subject or discipline is enhanced if the student can have some sense of identity with the subject, a sense of self as a 'writer' or a 'biologist' or 'historian', even if this is limited to imagining the possibility."

# data[].attributes.headline
The destination needs to be kept in lights before them so they can see it always shining in the distance, and so that they too can make judgements about whether thier own learning attempts are taking them in the  right direction or not. 

# data[].attributes.subject
The destination needs to be kept in lights before them so they can see it always shining in the distance, and so that they too can make judgements about whether thier own learning attempts are taking them in the  right direction or not. 

# data[].attributes.headline
Have an open ended approach to teaching each curriculum area. It is not about teaching the achievement objectives but more about teaching the big ideas.

# data[].attributes.subject
Have an open ended approach to teaching each curriculum area. It is not about teaching the achievement objectives but more about teaching the big ideas.

# data[].attributes.headline
Good planning helps students to feel that they have a role in designing their learning pathway.

# data[].attributes.subject
Good planning helps students to feel that they have a role in designing their learning pathway.

# data[].attributes.headline
To be an expert teacher is to continually seek a deeper understadning of the essence of a subject, to increasingly grasp its wisdom.

# data[].attributes.subject
To be an expert teacher is to continually seek a deeper understadning of the essence of a subject, to increasingly grasp its wisdom.

# data[].attributes.headline
Teachers eed to not only devlop their understanding of the subject but also become positive and passionate aout the subject if the studets are to engage with it.

# data[].attributes.subject
Teachers eed to not only devlop their understanding of the subject but also become positive and passionate aout the subject if the studets are to engage with it.

# data[].attributes.body
Students get multiple opportunities to engage with and learn concepts

# data[].attributes.body
Starting with an end in mind: Good planning is a precursor to good teaching. Being clear about what you want the students to learn by the end of a lesson, the global learning intentions, is critical. Equally critical is your ability to keep this in ‘clear view’ as the lesson progresses.

# data[].attributes.headline
The better you understand the big picture, the more you understand what the 'end' is, then the more you are able to support students to move in the right direction, both as a class and for each individual student.

# data[].attributes.subject
The better you understand the big picture, the more you understand what the 'end' is, then the more you are able to support students to move in the right direction, both as a class and for each individual student.

# data[].attributes.body
It is not merely enough to tell them what they need to know at the beginning

# data[].attributes.headline
If you have a learning-focused relationship, then both you and your students need to have a joint understanding of the destination before you can consider what the next step might be.

# data[].attributes.subject
If you have a learning-focused relationship, then both you and your students need to have a joint understanding of the destination before you can consider what the next step might be.

# data[].attributes.body
Keep the destination in front of them to give focus and direction to taking next steps with some assurance.

# data[].attributes.headline
Teachers and students who are really focused on learning do have a sense of direction, of what better learning will look like.

# data[].attributes.subject
Teachers and students who are really focused on learning do have a sense of direction, of what better learning will look like.

# data[].attributes.headline
Students need to know the big picture or global learning intention for their learning.

# data[].attributes.subject
Students need to know the big picture or global learning intention for their learning.

# data[].attributes.headline
The better your subject knowledge the better you are able to assist students with next learning steps

# data[].attributes.subject
The better your subject knowledge the better you are able to assist students with next learning steps

# data[].attributes.headline
Good planning helps students to feel valued and respected by their teacher

# data[].attributes.subject
Good planning helps students to feel valued and respected by their teacher

# data[].attributes.headline
Learning is always moving forward. Teachers and students who are really focused on learning do have a sense of direction, of what better learning will look like.

# data[].attributes.subject
Learning is always moving forward. Teachers and students who are really focused on learning do have a sense of direction, of what better learning will look like.

# data[].attributes.headline
The importance of reflective time in class

# data[].attributes.subject
The importance of reflective time in class

# data[].attributes.headline
Clearly understand what you need to teach

# data[].attributes.subject
Clearly understand what you need to teach

# data[].attributes.body
“Providing students with formal opportunities to reflect, and support for building their own reflective capabilities, also builds their sense of origin and self-efficacy and therefore their motivation to learn.”

# data[].attributes.headline
Use a circle spinner with a reflective question on each sector and a spinner in the middle to allow students to actively reflect on their learning.

# data[].attributes.subject
Use a circle spinner with a reflective question on each sector and a spinner in the middle to allow students to actively reflect on their learning.

# data[].attributes.body
Students need to develop their own capabilities to manage the environment to best support their learning, to seek and use feedback to close the gap between the current state of learning and the desired goal.

# data[].attributes.headline
The role of the teacher, parent or peer:

# data[].attributes.subject
The role of the teacher, parent or peer:

# data[].attributes.body
Leave the ownership of the learning to the student. We do this when we give them time to assess their own performance, before we do anything. Be sensitive to feedback given. Know that what needs to be said is helpful to learning, not what is interesting to you.

# data[].attributes.body
When the student owns their learning they will want feedback. The students will know if it is enough feedback or if they want more. They will be able to address the content of the feedback e.g. I don’t want feedback about the neatness of my writing. I want to know if I have achieved the impact I wanted with the reader. Students must be able to give us feedback on our feedback.

# data[].attributes.headline
To break the habits of a lifetime, begin the next lesson with a plenary that reviews where the learning got to last time and warms the students up to what might be done next.

# data[].attributes.subject
To break the habits of a lifetime, begin the next lesson with a plenary that reviews where the learning got to last time and warms the students up to what might be done next.

# data[].attributes.headline
Talking too much so that the learner gets distracted from what they are trying to do.

# data[].attributes.subject
Talking too much so that the learner gets distracted from what they are trying to do.

# data[].attributes.body
Questioning is not a strategy for promoting further learning, but strategies and prompts can at times be posed as questions.

# data[].attributes.body
They [Learning conversations] are an ideal vehicle for exploring the more profound concepts we want students to learn as opposed to giving direct feedback on learning intentions and success critera where more direct strategies are applicable.

# data[].attributes.headline
When the student owns the learning, they will want feedback and must be able to influence the process of feedback (eg. "that is enough feedback for now" or "Can you explain more") and the context of the feedback (eg. "I didnt want feedback about spelling but about my ideas)... They must be able to give us feedback on our feedback.

# data[].attributes.subject
When the student owns the learning, they will want feedback and must be able to influence the process of feedback (eg. "that is enough feedback for now" or "Can you explain more") and the context of the feedback (eg. "I didnt want feedback about spelling but about my ideas)... They must be able to give us feedback on our feedback.

# data[].attributes.headline
Active reflection is a process that becomes goal-focused, evidence-based and inclusive of the student.

# data[].attributes.subject
Active reflection is a process that becomes goal-focused, evidence-based and inclusive of the student.

# data[].attributes.headline
A learning-focussed relationship - based on principles of openness, honest and mutual respect - requires that both teacher and student spend time, individually and together, considering how they genuinely have experienced the learning process, assessing the effectiveness of the learning, and reflecting on the quality of the learning.

# data[].attributes.subject
A learning-focussed relationship - based on principles of openness, honest and mutual respect - requires that both teacher and student spend time, individually and together, considering how they genuinely have experienced the learning process, assessing the effectiveness of the learning, and reflecting on the quality of the learning.

# data[].attributes.headline
It is critical that, to count as reinforcement, any extrinsic reward is given for learning, not performance.

# data[].attributes.subject
It is critical that, to count as reinforcement, any extrinsic reward is given for learning, not performance.

# data[].attributes.headline
Giving kids the ownership of their learning means that it becomes more meaningful for them

# data[].attributes.subject
Giving kids the ownership of their learning means that it becomes more meaningful for them

# data[].attributes.headline
reflectiveness- the heart of key competencies

# data[].attributes.subject
reflectiveness- the heart of key competencies

# data[].attributes.headline
Woo hoo I thought about great feedback in writing BEFORE I read it in the book. I rock. Go me.The end

# data[].attributes.subject
Woo hoo I thought about great feedback in writing BEFORE I read it in the book. I rock. Go me.The end

# data[].attributes.headline
Providing appropriate support is a skilled act of teaching that must both leave students with responsibility and motivation for their learning.

# data[].attributes.subject
Providing appropriate support is a skilled act of teaching that must both leave students with responsibility and motivation for their learning.

# data[].attributes.headline
Leave the ownership of the learning to the student 

# data[].attributes.subject
Leave the ownership of the learning to the student 

# data[].attributes.headline
Active reflection captures the idea that if a gap is found between how we would want teaching and learning to be and how it actually is, then something will be done to close that gap; it is not enough just to reflect or identify that there is a gap.

# data[].attributes.subject
Active reflection captures the idea that if a gap is found between how we would want teaching and learning to be and how it actually is, then something will be done to close that gap; it is not enough just to reflect or identify that there is a gap.

# data[].attributes.headline
Good meaningful feedback is not easy to give

# data[].attributes.subject
Good meaningful feedback is not easy to give

# data[].attributes.body
Well-motivated learners who are clear about what they are learning and have good criteria by which they can assess their learning, do self-assess [and this should be celebrated and nurtured].

# data[].attributes.headline
(Opportunities for assessment are everywhere.)

# data[].attributes.subject
(Opportunities for assessment are everywhere.)

# data[].attributes.body
You need to recognise that every observation of interaction with students contains an assessment component and that for this to be of the most use to you and your students, you will need to be able to relate this to the learning intentions and success criteria of the lesson but you will also have the expertise to realsise when the student is engaged in some unintended but valuale learning that needs to be supported.

# data[].attributes.headline
Assessment is difficult when we are not clear, either as teachers or as a school, as to the purposes and relevance os assessment.

# data[].attributes.subject
Assessment is difficult when we are not clear, either as teachers or as a school, as to the purposes and relevance os assessment.

# data[].attributes.body
Teh best assessment tool is one that can be tailored by the teacher asnd the student to validy and reliably assess what it is the students have been endevoring to learn.

# data[].attributes.body
Observation of learning is an act of assessment. You need to know how to observe, what to observe. in each curriculum area you teach in. Good observation requires detailed knowledge of what you expect a student to need to be able to do in order to make progress. You then observe whether they can do this or not.

# data[].attributes.headline
Students need to know the purpose of the assessment-p.99

# data[].attributes.subject
Students need to know the purpose of the assessment-p.99

# data[].attributes.headline
being clear and explicit about what is to be learnt is only a part of the job. Students also need to gain agency over the relevance and the process of learning.  

# data[].attributes.subject
being clear and explicit about what is to be learnt is only a part of the job. Students also need to gain agency over the relevance and the process of learning.  

# data[].attributes.headline
The act of recognition is itself a skilled act of assessment. You cannot see what is wrong if you don't know whst is right.

# data[].attributes.subject
The act of recognition is itself a skilled act of assessment. You cannot see what is wrong if you don't know whst is right.

# data[].attributes.body
Assessment is an important part of learning, if students are in charge of their assessment the learning will be more meaningful.

# data[].attributes.headline
Well-motivated learners who are clear about what they are learning and have good criteria by which they can assess their learning, do self-assess.

# data[].attributes.subject
Well-motivated learners who are clear about what they are learning and have good criteria by which they can assess their learning, do self-assess.

# data[].attributes.headline
Learning Intentions should include the bigger associated ideas and include the why: 

# data[].attributes.subject
Learning Intentions should include the bigger associated ideas and include the why: 

# data[].attributes.body
Active refelction is the equivalent of combing the activites of assessment and prompting further learning at a meta- level.
Pg 142

# data[].attributes.headline
The role of the teacher in assessment is complex multi faceted job with at least 8 things to juggle. 

# data[].attributes.subject
The role of the teacher in assessment is complex multi faceted job with at least 8 things to juggle. 

# data[].attributes.headline
Learning intentions need to form the reference point for the lesson, always keeping the big picture in mind, and be referred back to when teachers and students reflect on how their teaching/learning is going.

# data[].attributes.subject
Learning intentions need to form the reference point for the lesson, always keeping the big picture in mind, and be referred back to when teachers and students reflect on how their teaching/learning is going.

# data[].attributes.body
Helping students see why something is important is more likely to trigger their personal desire to learn.

# data[].attributes.body
When you have a good grasp of the 'bigger picture' of what the curricuum is asking you to teach students (as described inthe essence statements) you can see that there are a myriad different ways of having students develop those biggers understandings.

# data[].attributes.body
Naming identifying the learning
Describing the learning

# data[].attributes.body
Assessment occurs with each attempt to reduce the gap.

# data[].attributes.headline
Sometimes it is not possible to write success criteria which are in anyway useful.

# data[].attributes.subject
Sometimes it is not possible to write success criteria which are in anyway useful.

# data[].attributes.headline
Being clear and explicit about what is to be learnt is only a part of the job.  Students also need to gain agency over the relevance and the process of the learning.

# data[].attributes.subject
Being clear and explicit about what is to be learnt is only a part of the job.  Students also need to gain agency over the relevance and the process of the learning.

# data[].attributes.headline
Helping students see why something is important is more likely to trigger their personal desire to learn and this desire is an incredibly powerful force that can carry learners through repeated disappointments and difficulties (crooks, 2002)

# data[].attributes.subject
Helping students see why something is important is more likely to trigger their personal desire to learn and this desire is an incredibly powerful force that can carry learners through repeated disappointments and difficulties (crooks, 2002)

# data[].attributes.headline
Why is it so important to be clear about what is to be learnt

# data[].attributes.subject
Why is it so important to be clear about what is to be learnt

# data[].attributes.body
Their motivation improves, they stay on-task, their behaviour improves, and they are more apt to engage in self-regulation. In other words, they take more responsibility for their learning.

# data[].attributes.headline
Creating learning intentions involves hard thinking and planning. No shortcuts.

# data[].attributes.subject
Creating learning intentions involves hard thinking and planning. No shortcuts.

# data[].attributes.body
No one assessment will always give an accurate indication of what the student can do. The results do need checking, and the best person to check the result is the student.