Lindfield Learning Village

Octopus – Reporting made easy.

Octopus - How it works and how to access it.

Assessment at LLV is directly driven by outcomes set out in the Australian Curriculum.

Learning outcomes are statements that describe the knowledge or skills students develop in each subject by the end of a Stage. Our reporting dashboard, Octopus draws in the assessment of each of these outcomes within a year, to provide a live and continuous picture of student progress which goes beyond a single summative grade, bi-annually.

The report also displays assessment of Learning Characteristics, NAPLAN and PAT results, as well as student reflections and goal-setting. 

You can access Octopus by following the below steps:
  1. Open Canvas – viewing is optimised for PCs rather than mobile devices.
  2. Select any course from the Dashboard
  3. Scroll down to Octopus on the left course menu


My courses:

My Learning Characteristics:

Game Changers – Series One transcript

The Game Changers podcast is hosted by Associate Professor of Education & Enterprise Dr Philip SA Cummins and prominent educational Thought Leader Adriano Di Prato. The Game Changers podcast aims not only to put a spotlight on the innovative ideas shaping the landscape of 21st century schooling, but to enter into a deep dialogue with those brave pioneers, the true game changers in education. These individuals, these leaders in education, don’t wait for permission. They are courageous enough to make real change in their learning communities as they foster the growth of each young person in their care and equip them with the necessary character, confidence, and competencies to flourish in a new world environment. These pages feature their stories and unedited podcast conversations with Phil and Adriano. The Game Changers podcast is produced by Orbital Productions, powered by a School for tomorrow  

A quick start guide to the Lindfield Learning Village Educational Model

Our Educational Model

You can read all about how our school work on the About Us page of this website. However for a quick start  here’s the summary!

Human Centred Learning

The ultimate goal of Human-Centred Learning Design at LLV is to enable the student to direct their own learning journey and thereby, shape school organisation and pedagogy. Students will own their learning and be able to track outcomes, negotiate assessment with teachers and articulate their learning process. Learning characteristics will be deeply embedded into the learning language and culture.


Collaborative co-teaching occurs in every stage at LLV. The goal for co-teaching at LLV is to establish trusting relationships and a shared understanding of how to enhance learning through co-teaching.

Joint accountability, pooled resources and a variety of effective co-teaching strategies will be embedded into daily pedagogical practice.

Transdisciplinary Learning

Teachers will be intrinsically aware of maintaining a balance between the explicit teaching of new learning and supporting students as independent learners. Teachers will engage in regular self-reflective practices and embed the evaluation of pedagogy into practice. Teachers will be able to articulate evidence of the impact of learning design strategies on student learning.

In Stage 6, transdisciplinary learning will become intrinsically connected to authentic learning experiences through a blended learning model as well as embedded partnerships with community, business and university links.

Individual Learning

Individual learning is at the heart of the educational model at LLV. Individual learning applies to all members of the school community and is embedded in the model of professional learning for staff.

The ultimate goal for individual learning at LLV is that every member of the school community is deeply engaged in pursuing their own individual learning pathway, empowered in this pursuit through the mentor and expert teaching practitioners. Individual learning will involve a balanced program of explicit and independent learning experiences.

Stage Not Age Learning 

LLV is focused on providing innovative, relevant, high quality learning for every member of the Village community. When we talk about stage-not-age learning, this applies to students, staff and parents as well as the wider educational community. We share our learning with others, are open to feedback and see failure as an important learning opportunity.

Assessment & Reporting

Assessment at LLV is designed and timed to inform a student’s individual learning pathway. Assessment is ongoing and will take many forms. We value process over product. A student will have the opportunity to submit a task multiple times for feedback prior to the due date and will have greater than the minimum two weeks notice of assessment. The wellbeing of the student as well as student voice are key considerations in assessment process and design.

The process of Reporting to parents is intended to be live and continuous. Parents can access information on their child’s progress at any point in time.

Community, Business & University Links

The goal for LLV is to deeply engage in meaningful learning partnerships with local community, business and Universities. These connections will build relevance and engagement as well as creating networks and connections for students as they pursue their learning goals in a ‘real world’ context

Flexible Timetable

Individual learning allows for students to engage in their learning any time, anywhere on any device. Teacher time allocated across master classes, guru time, explicit teaching sessions and individual student coaching. Students access expertise of various teachers as required. The Primary timetable will remain flexible and directed towards empowering students to become independent learners. A whole school focus on learning characteristics will enable students to reach this goal.

A quick start guide to the Lindfield Learning Village characteristics wheel

The Lindfield Learning Village Learning Characteristics Wheel is embedded in every aspect of a student’s learning experience. These characteristics are explicitly taught and assessed against a rubric.

The  characteristics  wheel underpins  everything at LLV,  to get in idea of how this looks and feels  for your child in the classroom or in the Village community you can read more here

Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school

The distinction between intrinsic and extrinsic motivations is one of long-standing interest in education. Intrinsic motivation refers to engaging in a task for its own inherent rewards whereas extrinsic motivation refers to engaging in a task in order to attain some separable outcome—such as approval from authority figures or special privileges in the classroom. Researchers have often operationalized these two constructs as mutually exclusive, such that an individual high in intrinsic motivation would necessarily be low in extrinsic motivation. However, recent studies suggest that these two types of motivation can, in fact, coexist and perhaps even work together to motivate task engagement (see Harter 1981; Gillet et al. 2009; Lepper et al. 2005; Ryan et al. 1995). An essential direction for research, then, is to identify naturally-occurring combinations of intrinsic and extrinsic motivations and their academic consequences. For instance, is it optimal for students to have high levels of both types of motivation, or are they better served by a pattern of high intrinsic motivation coupled with low extrinsic motivation? Understanding how different types of motivation may operate in tandem is a critical issue not only for motivational theorists but also practitioners, who must respond to the complexities of individual students.

The right drivers for whole system success by Michael Fullan

This paper is intended to provide a comprehensive solution to what ails the current public school system and its place in societal development – a system that is failing badly in the face of ever complex fundamental challenges to our survival, let alone our thriving as a species. What follows is a ‘big’ proposal. Once started the ‘four drivers’ feed on each other as a system in motion. Most important, the timing is right.

Autonomy, Competence, and Intrinsic Motivation in Science Education: A SelfDetermination Theory Perspective

The purpose of this study was to examine a proposed motivational model of science achievement based on self-determination theory. The study relied on U.S. eighth-grade science data from the 2007 Third International Mathematics and Science Study to examine a structural model that hypothesized how perceived autonomy support, perceived competence in science, intrinsic motivation, and science achievement related to each other. Mother’s education and student gender were used as controls. Findings showed that the hypothesized model provided a good fit to the data. The strongest direct effect on science achievement was students’ perceived competence in science. Student intrinsic motivation was shown to have a surprisingly negative effect on science achievement.