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All piloting draft NTCF documents have been taken down from this wikispace. Updated documents in Science, English and 2 domains of Learning Technology will be available up on the DET website early February after Board of Studies endorsement on 30 January.
 * PLEASE NOTE **:

The NTCF (including updated areas of English, Science, Mathematics and 2 domains of Learning Technology) will also be able to be accessed from an ntschools portal site by the end of term 2. This interactive site will contain links to annotated evidence of learning as well as curriculum, pedagogy and assessment support materials. The Civics and Citizenship scope and sequence document informed by the national Statements of Learning will also be available on the DET website as well as the ntschools portal site as a curriculum support material. = = = = =At a glance= Click on the three buttons to view research findings

media type="file" key="testx.swf" Research on how people learn ([|Bransford, Brown and Cocking, 2003]) found that effective learning is characterised by ** 3 Principles of Learning ** Principle 1 Principle 2 Principle 3
 * Learning is enhanced when learning opportunites are tailored to individuals' current levels of readiness.**
 * Learning is more effective when it leads to deep understandings of subject matter**.
 * Learning is more effective when learners are supported to monitor and take responsibility for their learning.**

The implications of these principles for teaching and learning in schools is described through ** 5 Learning Dimensions. ** These dimensions are based on the original work of Robert Marzano, Debra Pickering and colleagues (1998), more recent work of Robert Marzano (2008) and the research on How People Learn by Bransford, Brown and Cocking (2003).

Dimension 1 **Developing positive attitudes and perceptions to learning** Dimension 2 **Engaging with and acquiring knowledge** Dimension 3 **Deepening and practicing knowledge** Dimension 4 **Using and connecting knowledge meaningfully** Dimension 5 **Developing thinking and learning habits**

The research on what makes the difference to student learning shows that the quality of teaching creates the greatest variance in student achievement (Hattie, 2000).

The **NT Teaching and Learning Framework ** expands on the 5 learning dimensions through
 * Data Informed Learning Design Model taken from the Lynch and Smith (2007) "Learning Management" model
 * Design Questions and Practices: evidence based pedagogical practices identified from meta-analysis, longitudinal and synthesis research
 * Context Based Strategies: examples of strategies used in the context of NT classrooms
 * Links to NT initiatives, policies and guidelines including: Special Education Policy Guidelines, Educational Adjustment Process, Middle Years Curriculum and Assessment Materials
 * Links to research findings, for example //National Numeracy Review Report// (2007), //Teaching of Reading Report// (2006)

Enhancing teaching practice, knowledge and engagement requires teachers engage in critical reflection and evaluation through professional learning, [|Performance Review] and [|Teacher of Exemplary Practice] processes. Teachers use the evidence gathered through these processes to evaluate themselves against the [|NT Standards of Professional Practice for Teaching]. The ** NT Teaching and Learning Framework ** contains tools and processes for critical reflection and collecting evidence for teaching portfolios.

The Accountability and Performance Improvement Framework: Guide for Schools describes the accountabilities of teachers and school leaders. One aspect of these accountabilities for both groups is engaging in critical reflection and review processes. The NT Teaching and Learning Framework supports teachers and school leaders to engage in such processes. The diagram below shows the links between these accountabilities, the NT Standards of Professional Practice for Teaching and the NT Teaching and Learning Framework. The school leaders section of the **NT Teaching and Learning Framework** contains: 1. Links to research on leadership that identifies the dimensions of leadership that influence student outcomes 2. A process, called "Classroom Walkthroughs" that teachers and school leaders can use with each other to engage in critical reflection that supports Vivianne Robinson's research finding that " //The more leaders focus their influence, their learning, and their relationships with teachers on the core business of teaching and learning, the greater their likely influence on student outcomes. Instructional leadership makes an impact on students because it has a strong focus on the quality of teachers and teaching, and these variables explain more of the withinschool residual variance in student achievement than any other school variable (Darling-Hammond, 2000)."//