Sunday, 12 April 2015

Mark Osborne Discusses Albany Senior High School (Years 11-13)

Friday 20 March, 2015


(instead of Form time, we condensed all the form time during the week into two days to get a longer, more useful chunk of time)

We became sage on the side. We didn’t know necessarily what they were learning or the software they were using, but we did support them to problem solve.  We didn’t want the kids limited by a teacher’s knowledge or understanding of something new. We just opened the gates and let them go and had faith that they could do it.

Teachers were mentors on a ratio of 1:15 with students of vertical ages. They set goals and we did 1:1 interviews.  The philosophy was really relationship based.  During tutorial time we talked with students individually about their credits, where they were at and their learning goals.  Teachers had same group all the way through school.  Teachers were the point of contact for that student.  Tutorials were very much about pastoral care of students.  We had no Deans, no need to.  Tutors worked in teams of 6, cross curricular (1x English, 1x Science etc). These were PLG’s and we also did Teaching as Inquiry in these groups.  A lot of the learning to learn and study skills happened during tutorial time. Tuakana/teina teaching and learning is really strong.


3x periods per day for 100mins - 8.50-10.30, 11am-12.40, 1.30-3.10.  Kids do 5 specialist subjects and 2x impact projects per year.  The focus was let’s do less subjects but do them really well. E.g. get excellence in 80 credits not achieved in 120 credits.  Non contact times happened during the Weds project times and the kids became under passive supervision by the other 5 teachers.

Impact Projects

The impact projects became their 6th and 7th subjects. Credits were attached and we encouraged kids to credit hunt!


Because learning teams are cross curricular, this often means you don’t have 2x English teachers side by side.  Teachers would sometimes swap out so this could happen.

Monday, 23 March 2015

Day 4 (part 1) - Arnolds Creek Primary School

Arnolds Creek Primary School

  • Brand new school - opened beginning of this year

Teacher modelling new Sound Field Technology in all classrooms

Amazing work desks with plug stations in the centre

Whiteboards to the floor

Day 5 - Alamanda College

Alamanda College

Alamanda College website

Alamanda College Student Engagement and Well-being Essential Agreements

  • 1100 students in Preparatory, Junior and Middle Schools
  • PYP School
  • Work in mini schools - about 200 students in each
  • Principal meets with senior staff every night until about 7pm
  • All staff are doing balanced leadership programme
  • Young staff and very hardworking
  • Range of different types of spaces
  • Children with ASD are in more traditional spaces
  • Spaces are planned around the students
  • Just starting to have some deep conversations with students
  • 1:1 school, iPad or MacBook, paid for by parents

Learner Profile Displayed in entrance to College

Learner Profile displayed in staffroom

Self directed maths programme

students highlight what they already know and circle what they are working on

self assessment

these students created a maths game for others as evidence of their learning

students using various materials during maths time

visual display of each child's goals in the classroom. Regularly updated

Students set goals for all curriculum areas

a visual display to show which students the teacher has conferenced with each day

visual learning intentions and outcomes

School vision wall display in entrance corridor

moveable walls (based on concept of iPad cover)

large version of moveable walls

furniture placed on front of doors to prevent them being closed and to create adaptable spaces

work station for infrequent visitors to the school

adjustable table legs to enable different heights

staffroom displays

staffroom displays

staffroom displays

staffroom displays