For Bayswater School, Learning Pathways is the interdisciplinary process undertaken as we deliver and develop the curriculum - the national curriculum and our own.   

Each year staff and a range of 'significant others' identify an overarching theme with connections to our Strategic Plan.  For example in 2006 our aim was to develop a more caring approach generically.  Hence the Who Cares About ... focus. 

The development of an initial 'fertile' question is the starting point for learning through an authentic context.  Next teacher led explicit teaching fires up the imagination and launches students onto their own and group based learning pathways.   

The notion that children are more connected with their learning when it has a real life or authentic context and when it is student directed is a critical consideration when selecting investigation questions.  

The development of learning goals, W.A.L.T's, the shared development of success criteria and formative assessment procedures provide a clear point of reference for learning from there on in.

The explicit teaching of a wide range of thinking skills and strategies is modelled in context by the teacher before being applied initially in teacher directed contexts then in increasingly, in self selected contexts, by all students aged 5 and upwards. 

Selecting the inquiry learning strategies that best suits their needs students begin to seek answers to the initial and subsequent questions.  At this point in the learning cycle they are developing and applying previous learning while also beginning to construct new learning.

At the conclusion of the study the presentation of their findings or 'communication of learning' will generally involve the school or local community in some way. 

The success of Learning Goals is tracked for each student using AsTTle, exemplars, internally developed rubrics and a range of other assessment tools.  Results are shared with students and their families at report times and during Communication of Learning events.

Learning Pathways presents excellent opportunities to ensure teaching and learning interface more precisely with the learning needs of individuals.  The model presents bright or gifted students in particular with a challenging and vital learning environment. 

Learning Pathways is an invaluable process in terms of involving families and the wider community.  It demonstrates that student led action learning can initiate real change and added value when members of a community work together towards a shared goal.  Through such action students acquire the skills of genuine life long learning.