Reservoir West Primary School

PERSONAL LEARNING

RESPONSIBILITY: Mrs Rhonda Johansen

This domain is embedded in the teaching of all classroom and specialist teachers.

Learners are most successful when they are mindful of themselves as learners and thinkers within a learning community. The Personal Learning domain focuses on providing students with the knowledge, skills and behaviours to be successful, positive learners both at school and throughout their lives. They are supported to develop the confidence and ability to be adaptive and take an active role in shaping their own futures in a world of constant change.

Students can learn many things by will and effort, particularly if they see that the learning is relevant. They need to understand what it means to learn, who they are as learners and how emotions affect learning. They also need to develop skills in planning, monitoring and revising their work, and reflecting on and modifying their learning practices.

This domain supports the development of autonomous learners, with a positive sense of themselves as learners, by providing all learners with the knowledge, skills and behaviours to:

• develop an understanding of their strengths and potential
• seek and respond appropriately to feedback from their teachers, peers and other members of the community
• develop skills of goal setting and time and resource management
• increasingly manage their own learning and growth by monitoring their learning, and setting and reflecting on their learning goals
• learn to understand and to manage their own emotions
• develop resilience and dispositions which support learning
• recognise and enact learning principles within and beyond the school
• prepare for lifelong learning.

The achievement of these outcomes requires the creation of a school and classroom culture where all students are respected and valued as individuals with the capacity to learn and think, and where self-regulated effort in learning is promoted.

Standards in the Personal Learning domain are organised in two dimensions:

• the individual learner
• managing personal learning.

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The Individual Learner

The individual learner dimension focuses on students developing knowledge about their personal characteristics and capabilities, and those they need to develop to support their approaches to and reflections about learning. Students explore and practise skills and behaviours which support learning. They develop the capacity to monitor their own learning, identifying learning strengths and areas requiring improvement. They seek and use teacher feedback to develop their content knowledge and understanding. They explore the ways in which personal values affect learning and recognise the need to develop ethical frameworks for operating fairly within the classroom and recognising and respecting individual differences of class members. Students recognise their learning preferences and needs and respect that these may differ from those of others. They develop confidence in making informed decisions about their learning.

Managing Personal Learning

The Managing personal learning dimension focuses on the knowledge, skills and behaviours required to enable successful management of personal learning. Students develop skills in goal setting and time and resource management and focus on task achievement. They increasingly develop the skills to work independently, becoming autonomous learners. Students develop strategies to manage their emotions and develop positive attitudes towards learning.

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VICTORIAN ESSENTIAL LEARNING STANDARDS

This table outlines where a student is expected to be at a particular time in his/her educational journey. Most students will achieve the expected standard. Some will achieve to a higher standard. Some may not reach the expected standard.

Click to view a description of the behaviours that a student should display at each progression point in Personal Learning at Levels 3 and 4.

A student’s achievement is reported to parents at June and December. Click for an explanation of the Report Card.

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