BACHELOR OF EDUCATION P 12 (ABED) YEAR 3

PROJECT PARTNERSHIPS
APPLIED CURRICULUM PROJECT - PLAN
Pre-service teachers are responsible for completing this planning document in negotiation with the mentor teacher and
the School Partnerships Coordinator. Every pre-service teacher must submit a copy of the Applied Curriculum Project
(ACP) Plan to their Praxis Inquiry VU Collaborate space no later than 24 May 2016. This document must be word
processed.
It is recommended that pre-service teachers review the ACP - Report at the same time as developing this Plan.
This Plan must:
identify the key issues giving rise to the project
provide a rationale for focusing on this project
make reference to the relevant educational theory and / or literature or policy
list the aims of the project
list the expected measureable outcomes
contain an action plan that documents tasks / sub tasks, who is responsible for them and the timeline for each task
describe the evaluation method to determine the success, or otherwise, of the outcomes in meeting stated aims
list the professional skills that will be incorporated in the Applied Curriculum Project (e.g. planning,
negotiating).

PRE-SERVICE TEACHER AND SCHOOL DETAILS

Pre-service teacher name Jessica MacDonald

Student ID s3909432
VU campus Footscray Park
ACP title AVID tutorials
ACP submission date
Partnership school Williamstown High School
School Partnerships Coordinator Susan Walker
Mentor teacher (for ACP) Liza Bermingham
VU Praxis Inquiry lecturer Dr Claire Kelly

ADDITIONAL PRE-SERVICE TEACHER ACP TEAM MEMBERS (add more rows as required)

Pre-service teacher name / ID / Campus James Edney / 4496320 / FP

Pre-service teacher name / ID / Campus Jesse Damjanovski / 4496296 / FP

ADDITIONAL MENTOR TEACHERS PARTICIPATING IN THE ACP (add more rows as required)

Mentor teacher name

PRE-SERVICE TEACHER TO COMPLETE SECTIONS 1-6

1. Background to Project
Identify the key issues giving rise to the project, explain the rationale for focusing on this project and
make reference to relevant educational theory and / or literature or policy.

AVID Australias mission statement is to close the achievement gap by preparing all students for post-
secondary education, skills development and work-readiness so they can participate in a global community as
productive citizens.
AVID Australias vision is If we hold all students and teachers accountable to the highest standards provide
academic and social support they will rise to the challenge.

The AVID program has been formulated particularly for low socioeconomic students, who are often found to be
mid-level achievers in the Education system (AVID 2016, p. 1). AVID is a rigorous, evidence-based program of
skill-building and support for new and disadvantaged students that develops them as critically-engaged learners,
enabling them to graduate and excel (AVID 2016, p. 1). AVID teaches students academic, organisation, cognitive
and persistence skills (AVID 2016, p. 1) to allow them access into university, as well as aid them once they begin.
AVID is a choice for students at Williamstown High School as a means to aid their VCE and study abilities. These
tutorials teach critical literacy skills through the WICOR strategy Writing, Inquiry, Collaboration, Organisation,
and Reading (AVID 2016, p. 1).

AVID takes inspiration from educational theorists such as Gardner, Vygotsky and Dewey along with questioning
techniques from Costa, Bloom and the Socratic method.

AVID directly relates to Vygotskys sociocultural theory where learning is achieved through social and cultural
interactions (Nagel 2011, p. 83). This is connected to his zone of proximal development which is the the
difference between what a learner can do without help and what he or she can do with help (Nagel 2011, p. 83).
This gap is then bridged through the interactions with peers and scaffolding from a knowledgeable other. AVID
addresses these concepts. AVID tutorials are constructed where learning is supported by discussions with peers
and guided by tutors.

Reference list:
- AVID 2016, AVID Tutor Training Guide, AVID Australia.
- Nagel, MC 2011, Student Learning, in R. Churchill et al., Teaching: Making a Difference, John Wiley & Sons,
QLD, pp. 74-111.

2. Project Aims
Project aims for the ACP align with AVID Australias aims:

1. Practice academic skills not targeted in other classes (Cornell Note taking)
2. Provide intensive support with a strong student/teacher relationship
3. Accelerates under-achieving students into more rigorous courses
4. Create positive peer groups for students

Our project aims for this ACP is that we want students to become accountable and responsible learners. This will
be achieved by establishing skills related to metacognition and critical thinking. By doing this, we hope that
students become more holistic and autonomous learners. Furthermore, we hope that AVID tutorial groups
transition from being teacher-guided classrooms to student-centred seminars; which will help students prepare for
university.

This ties in with dimensions outlined by numerous educational authorities and theories. It meets the outcomes of
productive pedagogies, which identify what forms of classroom practice contribute to increased outcomes for all
students (Groundwater-Smith, Ewing and Le Corny 2011, p. 87). These dimensions include: intellectual quality,
connectedness, supportive classroom environments and recognition of difference. AVID addresses this by offering
a supportive environment where students have the freedom to discuss concerns related to their learning that is
intellectually demanding.

Bachelor of Education P-12 Project Partnerships: ABED Year 3: Applied Curriculum Project - Plan Page 2 of 4
Moreover, AVID tutorials assist students in achieving Year 10 capabilities outlined in the Victorian Curriculum.
Despite being year 10 capabilities, these are still relevant to all learners. These capabilities include: ethical
capabilities, intercultural capabilities, and personal and social capabilities. (VCAA 2016).

And lastly, AVID tutorials also assist students achieve general capabilities outlined in the Australian Curriculum.
These include: critical and creative thinking, ethical understanding, and personal and social capabilities (AC
2016). The Australian Curriculum and AVID both hope to create successful learners, which are confident and
creative, and who are also active and involved global citizens (AC 2016; AVID 2016).
By achieving our project aims in this ACP, we also hope to achieve the dimensions, aims and goals asserted in
the national curriculum, state curriculum and current pedagogical theories.

Reference list:
- Australian Curriculum 2016, General Capabilities, Australian Curriculum, Assessment and Reporting Authority,
viewed 13 May 2016, <http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction>.
- AVID 2016, AVID Tutor Training Guide, AVID Australia.
- Groundwater-Smith, S, Ewing, R & Le Cornu, R 2011, Teaching: Challenges and Dilemmas, Cengage Learning,
South Melbourne.
- Victorian Curriculum 2016, Level 10 Capabilities, Victorian Curriculum and Assessment Authority, viewed 13 May
2016, <http://victoriancurriculum.vcaa.vic.edu.au/level10?layout=1&d=EU&d=ICU&d=PSC>.

3. Action Plan

Task / Sub Task By Whom By When

Facilitate an AVID tutorial every Wednesday PST Every
Wednesday
23rd May Join the students in their VU tour PST 23/05
Week 12 - exam prep for students PST 23/05
Be able to mark TRFs PST 15/08
Final Tuesday completely student-centred class AVID Students 12/09

AVID tutorials are run Wednesday mornings at the Pascoe campus.

On the 23 May 2016 AVID students will be attending a session at Victoria University. We would like to attend this
session with the students.
As the students are already learning these skills to prepare them for the student centred approach, we are unable
to give a definite timeline as to when this project aim will be achieved.

4. Expected Measurable Outcomes

E.g. As a result of this Applied Curriculum Project the expected outcomes are
As a result of this Applied Curriculum Project, the expected outcomes are for students to further their academic
skills not targeted in other classes, to improve under-achieving students knowledge and outcomes in their other
classes and for students to establish strong peer groups.

Students should also meet the project aims stated above. They should demonstrate learning and understanding
related to dimensions, aims and goals outlined in the national and state curriculum. This means students should be
able to think critically about their learning, have a intrapersonal understanding of who they are as a learner,
recogniseand be acceptingto different learners, and to think ethically in a supportive environment.

Students should become independent learners who are stimulated by intellectually demanding tasks. This should
become evident through the implementation of student-centred tutorial sessions where students guide and direct
their own learning. By doing this, they should also have the skills that are necessary for completing University.

Bachelor of Education P-12 Project Partnerships: ABED Year 3: Applied Curriculum Project - Plan Page 3 of 4
5. Evaluation Method
Provide a description of the evaluation methods you will use to determine the success or otherwise of
this Project in meeting stated aims / outcomes
As a means of evaluation, we will supervise students in tutorials, observe what their Points of Confusion (POC)
are, and assess their Tutorial Request Forms (TRFs). We hope that throughout the year, and with the support of
tutors, those students POCs become more demanding and cover a wider range of subjects. We also hope that
their TRFs become more detailed, and that they become more independent learners.

Therefore, our means of evaluations will utilise the work students do and our observations of them. If students are
able to conduct successful tutorial sessions independently that address their POCs in an intellectually demanding
manner, then the ACPs project aims will be met.

We will also conduct a meeting with our mentor teacher who supervises us during the AVID tutorial sessions to
discuss the success of students outcomes and our teaching practices.

6. Professional Skills
List the professional skills that will be incorporated in the Applied Curriculum Project - please tick at least 5 of the
boxes and list possible actions related to each ticked box.

Tick box Professional skill Action

Planning

Negotiating Negotiation will be used in addressing who has completed their POC in the
tutorial session. It will also be used in determining which students are capable of
participating in the AVID tutorial without the guidance of a tutor.

Project management

Problem solving Problem solving skills will be used during AVID tutorials. PSTs will guide
students into solving their POC.

Team work With groups of 1:7 for AVID tutorials, naturally team work skills will be used. This
skill may be used with only students, other PSTs as well as our Project co-
ordinator.

Time management With groups of 1:7, time management is a crucial skills for this program. We
need to ensure students get to address their POC whether in their own learning
or through another students POC.

Evaluating We will evaluate and assess the AVID students TRFs. These will be evaluated
according to a marking system.

Communicating There will be communication skills used within the tutorials, with the Project co-
ordinator and between PST. This may be reflection or aid on how to better our
abilities at facilitators of the tutorials.

Researching

Reporting

Bachelor of Education P-12 Project Partnerships: ABED Year 3: Applied Curriculum Project - Plan Page 4 of 4