OUR EDUCATIONAL MODEL
Human-Centred Learning Design
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.
All learning at LLV will ultimately be designed and experienced as transdisciplinary. 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 as well as embedded partnerships with community, business and university links.
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.
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.
At LLV every student is supported to progress at their pace along the K-12+ learning continuum in every subject without limitation. Learning spaces, school organisation and timetable are designed to support this method of progression. Micro-credentialing and early entry Uni pathways are seen as an important part of the learning continuum.
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 ultimate goal for assessment at LLV is that students will take complete ownership of their assessment in order to inform the next steps of their curriculum pathway. Students will request assessment of their work at key points in their learning journey. This will allow assessment to align with learning which is not age based.
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 &
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.
The ultimate goal is that a standard timetable (particularly in secondary) will not be required as students will manage their own 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.