About+e5

We unpacked e5 with the staff at Mill Park Heights. The particular school and Grade 5/6 focus became the e5 domain of Engage.

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 =engage domain:=

The teacher fosters positive relations with and between students and develops shared expectations for learning and interacting. They stimulate interest and curiosity, promote questioning and connect learning to real world experiences. The teacher structures tasks, elicits students’ prior knowledge and supports them to make connections to past learning experiences. They present a purpose for learning, determining challenging learning goals and making assessment and performance requirements clear. The teacher assists students to consider and identify processes that will support the achievement of the learning goals.

=**capabilities: **=
 * Develops shared norms
 * Determines readiness for learning
 * Establishes learning goals
 * Develops metacognitive capacity

safe and orderly learning environment by providing the class with rules and modelling expected behaviours. They treat individuals with courtesy and promote effort and hard work. The teacher stimulates interest and curiosity in the learning, making links to students’ interests. They explain the purpose for learning and assess students’ prior knowledge by asking students what they know about the topic. The teacher articulates learning goals based on the expected year level standard and informs students of assessment requirements. They use tools and strategies to support students’ thinking processes and to develop students’ understanding of metacognition. The teacher supports students to identify what they know and what theyneed to know, enabling students to monitor their own learning. || T he teacher maintains a productive learning environment by conveying behavioural and learning expectations for all students which are referenced to school values. The teacher regularly engages with individual students and treats them fairly and consistently. They use stimuli to draw out what students know and support students to link their experiences to the topic. The teacher uses this information to differentiate learning goals for groups of students based on need. The teacher demonstrates a purpose for learning by linking the specific activity to the learning goals. They explain assessment criteria when communicating assessment requirements to students.The teacher models different types of thinking using labels and definitions. || The teacher negotiates learning routines and protocols for interactions with students. The teacher responds to each individual student’s social and emotional needs. They use a range of strategies to assess and document students’ prior knowledge. The teacher uses this evidence as the starting point to determine learning goals based on curriculum standards. They provide examples of student work to demonstrate the expected standard when communicating assessment requirements.The teacher verbalises their approach to thinking and models the strategies used. They provide tools and strategies to assist students to reflect on their learning. || The teacher refers to shared norms in their interactions with students and shares responsibility with them for reinforcing protocols. The teacher uses all available evidence to determine each individual student’s current level of understanding. They use questions generated by students to extend the focus of learning and to connect with students’ lives. The teacher supports students to use evidence to personalise their learning goals and align them with curriculum standards. The teacher provides assessment rubrics, illustrating increasing levels of proficiency based on curriculum standards. They support students to evaluate their own and others’ thinking.The teacher facilitates processes for students to monitor the effectiveness of their learning. ||
 * **PROFILE STATEMENTS** ||
 * **Level One** || ** Level Two ** || ** Level Three ** || ** Level Four ** ||
 * The teacher promotes a

