A routine for activating prior knowledge and making connections: 3 thoughts, 2 questions, 1 analogy — then repeat after learning and bridge the two sets.

0 terms

3.1 — Establish challenging learning goals

Establish challenging learning goals

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3.2 — Plan, structure and sequence learning programs

Plan, structure and sequence learning programs

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3.3 — Use teaching strategies

Use teaching strategies

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3.4 — Select and use resources

Select and use resources

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3.5 — Use effective classroom communication

Use effective classroom communication

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3.6 — Evaluate and improve teaching programs

Evaluate and improve teaching programs

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3.7 — Engage parents/carers in the educative process

Engage parents/carers in the educative process

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4.1 — Support student participation

Support student participation

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4.2 — Manage classroom activities

Manage classroom activities

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4.3 — Manage challenging behaviour

Manage challenging behaviour

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4.4 — Maintain student safety

Maintain student safety

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4.5 — Use ICT safely, responsibly and ethically

Use ICT safely, responsibly and ethically

0 terms

5.1 — Assess student learning

Assess student learning

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5.2 — Provide feedback to students on their learning

Provide feedback to students on their learning

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5.3 — Make consistent and comparable judgements

Make consistent and comparable judgements

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5.4 — Interpret student data

Interpret student data

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5.5 — Report on student achievement

Report on student achievement

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6.1 — Identify and plan professional learning needs

Identify and plan professional learning needs

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6.2 — Engage in professional learning and improve practice

Engage in professional learning and improve practice

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6.3 — Engage with colleagues and improve practice

Engage with colleagues and improve practice

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6.4 — Apply professional learning and improve student learning

Apply professional learning and improve student learning

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7.1 — Meet professional ethics and responsibilities

Meet professional ethics and responsibilities

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7.2 — Comply with legislative, administrative and organisational requirements

Comply with legislative, administrative and organisational requirements

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7.3 — Engage with the parents/carers

Engage with the parents/carers

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7.4 — Engage with professional teaching networks and broader communities

Engage with professional teaching networks and broader communities

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ACARA v9

Australian Curriculum version 9.

1 termcurriculum

Aboriginal and Torres Strait Islander Histories and Cultures

Recognition of the unique position of Aboriginal and Torres Strait Islander Peoples in Australian history, culture, and society.

0 terms

Asia and Australia's Engagement with Asia

Engagement with the diverse cultures, histories, beliefs and environments of the Asia region.

0 terms

Australian Professional Standards for Teachers

National statement of what teachers should know and be able to do, developed by the Australian Institute for Teaching and School Leadership (AITSL). 7 Standards grouped into three ...

0 termspolicy

Background Knowledge

Lessons regularly and explicitly build on students' prior knowledge and lived experiences.

0 terms

Chalk Talk

A silent collaborative routine in which participants write responses to a question on a shared surface and respond to each other in writing.

0 terms

Circle of Viewpoints

A routine for exploring diverse perspectives: I am thinking of... from the point of view of... I think... A question I have from this viewpoint is...

0 terms

Claim, Support, Question

A routine for clarifying arguments: Make a claim. Identify support for your claim. Ask a question related to your claim.

0 terms

Compass Points

A routine for exploring propositions: What excites you (E)? What worries you (W)? What do you need to know (N)? What is your stance or suggestion for moving forward (S)?

0 terms

Connect, Extend, Challenge

A routine for making connections, extending thinking, and identifying challenges: How are the ideas connected to what you already knew? What new ideas extended your thinking? What ...

0 terms

Connectedness

Lessons are explicitly connected to the world beyond the classroom and to issues that matter in students' lives.

0 terms

Critical and Creative Thinking

Generating and evaluating ideas, reasoning, reflecting, and solving problems.

0 terms

Cross-Curriculum Priorities

The 3 cross-curriculum priorities that span learning areas in the Australian Curriculum v9.

0 terms

Cultural Knowledge

The knowledge, experiences and perspectives of non-dominant cultural groups are explicitly valued within the lesson.

0 terms

Deep Knowledge

Knowledge that is deep rather than superficial, with a sustained focus on a few key concepts and the relationships between them.

0 terms

Deep Understanding

Students develop a deep understanding of concepts and are able to use them in new contexts, not just reproduce them.

0 terms

Digging Deeper Into Ideas

Routines for building on initial thinking and going beyond the surface.

0 terms

Digital Literacy

Using digital technologies effectively, safely, and ethically.

0 terms

Discussing Dilemmas and Perspectives

Routines for exploring multiple viewpoints and ethical questions.

0 terms

Engagement

Students are visibly engaged in the lesson — on-task, interested, and invested in the learning.

0 terms

English

Development of knowledge, understanding and skills in language, literacy and literature.

0 terms

Ethical Understanding

Exploring values, rights and responsibilities, and ethical concepts.

0 terms

Explicit Quality Criteria

Students are made explicitly aware of what constitutes quality work and how their work will be judged.

0 terms

General Capabilities

The 7 general capabilities that cross all learning areas of the Australian Curriculum v9.

0 terms

Headlines

A routine for capturing the essence: If you were to write a headline for this topic or issue right now that captured the most important aspect, what would it be?

0 terms

Health and Physical Education

Development of knowledge, understanding and skills to support students to be resilient, healthy, active and informed.

0 terms

High Expectations

Students are challenged to undertake demanding work and are expected to demonstrate high-quality performance.

0 terms

High Tech High / deeper learning / project-based learning

Project-based and deeper learning lineage.

2 termspractitioner inquiry

Higher-Order Thinking

Students regularly engage in analysis, synthesis, interpretation, hypothesis-testing, and critical reasoning.

0 terms

Humanities and Social Sciences

Study of history, geography, civics and citizenship, and economics and business.

0 terms

I Used to Think... Now I Think...

A routine for reflecting on how and why our thinking has changed over time.

0 terms

IB Approaches to Learning

The IB skill framework for learning how to learn.

1 termframework

IB DP

International Baccalaureate Diploma Programme.

0 termscurriculum

IB MYP

International Baccalaureate Middle Years Programme.

1 termcurriculum

IB PYP

International Baccalaureate Primary Years Programme.

0 termscurriculum

Inclusivity

Participation in the lesson is open to all students, and contributions from all students are actively valued.

0 terms

Intellectual Quality

Pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas.

0 terms

Intercultural Understanding

Learning about and engaging with diverse cultures in ways that recognise commonalities and differences.

0 terms

Introducing and Exploring Ideas

Routines for activating prior knowledge and getting into a topic.

0 terms

Investigating Objects and Systems

Routines for looking closely at artefacts, phenomena, and complex wholes.

0 terms

Knowledge Integration

Lessons make explicit connections between different subject areas, topics, or bodies of knowledge.

0 terms

Languages

Study of languages other than English — communication, understanding, and intercultural competence.

0 terms

Learning Areas

The 8 learning areas of the Australian Curriculum v9.

0 terms

Literacy

Interpreting and creating texts across all learning areas.

0 terms

Mathematics

Development of mathematical knowledge, understanding and skills across number and algebra, measurement and space, and statistics and probability.

0 terms

Metalanguage

Lessons include explicit talk about language, thinking, or the structure of the discipline itself.

0 terms

Narrative

Storytelling and narrative structure are used to enhance the meaning and significance of the lesson content.

0 terms

Numeracy

Using mathematics and statistics to solve problems in practical situations.

0 terms

Parts, Purposes, Complexities

A routine for exploring systems or objects: What are its parts? What are its purposes? What are its complexities?

0 terms

Personal and Social Capability

Self-awareness, self-management, social awareness, and social management.

0 terms

Problematic Knowledge

Knowledge is presented as constructed, contested and open to multiple perspectives rather than as fixed or given.

0 terms

Project Zero / Visible Thinking / Cultures of Thinking

Thinking routines and cultures of thinking lineage.

Ron Ritchhart5 termsdesign-based

Quality Learning Environment

A classroom environment in which high expectations, explicit quality criteria, supportive relationships, and student self-regulation are cultivated.

0 terms

Quality Teaching (NSW)

The Quality Teaching model developed by the NSW Department of Education, based on the work of Ladwig and Gore. Organises classroom practice into three dimensions and eighteen eleme...

James Ladwig; Jenny Gore0 termsmoderate

SACE Stage 1

Typically undertaken in Year 11; focuses on breadth and prerequisite learning.

0 terms

SACE Stage 2

Typically undertaken in Year 12; counts directly toward the final SACE qualification and ATAR.

0 terms

Science

Development of scientific understanding, skills and dispositions through science as a human endeavour and science inquiry.

0 terms

See, Think, Wonder

A routine for exploring works of art and other interesting things: What do you see? What do you think about it? What does it make you wonder?

0 terms

Significance

Pedagogy that makes learning meaningful and important to students, drawing on their background knowledge, cultures, and interests, and connecting to the wider world.

0 terms

Social Support

The classroom is characterised by mutual respect, support, and safety for all students to take intellectual risks.

0 terms

South Australian Certificate of Education

The SACE is the senior secondary school qualification recognised by universities, TAFEs, and employers across Australia and internationally. Awarded by the SACE Board of South Aust...

0 termspolicy

Stage 1 English

Study of how language works to make meaning across a range of texts, contexts, and audiences.

0 terms

Stage 1 Mathematics

Foundation mathematical knowledge, reasoning, and problem-solving for further study and life.

0 terms

Stage 2 English

In-depth study of language, texts, and composition for the final SACE qualification.

0 terms

Stage 2 Mathematical Methods

Calculus, statistics, and their applications for tertiary-entry pathways.

0 terms

Standard 1: Know students and how they learn

Teachers know how students learn, and apply this to their planning and practice.

0 terms

Standard 2: Know the content and how to teach it

Teachers have deep knowledge of their subject content and how to teach it effectively.

0 terms

Standard 3: Plan for and implement effective teaching and learning

Teachers plan and implement effective teaching and learning that is well-structured, purposeful, and tied to student data.

0 terms

Standard 4: Create and maintain supportive and safe learning environments

Teachers create classrooms that are supportive, safe, inclusive and productive.

0 terms

Standard 5: Assess, provide feedback and report on student learning

Teachers assess, provide feedback, and report on student learning in ways that advance learning.

0 terms

Standard 6: Engage in professional learning

Teachers continually develop their practice through professional learning and reflection.

0 terms

Standard 7: Engage professionally with colleagues, parents/carers and the community

Teachers engage with colleagues, families, and the community in professional and ethical ways.

0 terms

Student Direction

Students exercise meaningful choice over what and how they learn, including pace, form and content.

0 terms

Students' Self-Regulation

Students demonstrate autonomy, self-direction, and responsibility for their own learning and behaviour.

0 terms

Substantive Communication

Sustained interactions between teacher and students (and between students) focused on the substance of the lesson.

0 terms

Sustainability

Understanding the interconnectedness of environmental, social, economic and political systems.

0 terms

Synthesising and Organising Ideas

Routines for pulling learning together and making sense of it.

0 terms

Technologies

Design and Technologies; and Digital Technologies — development of solutions using technology.

0 terms

The Arts

Dance, Drama, Media Arts, Music, Visual Arts.

0 terms

Think, Pair, Share

A classic routine where students think individually, pair with a partner, then share with the class.

0 terms

Think, Puzzle, Explore

A routine that sets the stage for deeper inquiry: What do you think you know? What questions or puzzles do you have? How can you explore these puzzles?

0 terms

Understanding by Design

Backward design framework for curriculum and assessment.

Grant Wiggins and Jay McTighe0 termsframework

Visible Learning

Evidence synthesis family associated with John Hattie.

John Hattie11 termsmeta-analysis

Visible Thinking Routines

A set of short, easy-to-learn structures for making students' thinking visible. Developed at Project Zero, Harvard Graduate School of Education. Organised into 5 functional categor...

David Perkins; Ron Ritchhart0 termsemerging

What Makes You Say That?

A routine for interpretation with justification: What is going on? What do you see that makes you say that?

0 terms