Our Learning Ecosystem

Our Ecosystem is, simply, what its name implies. It replaces the usual curriculum silos with one complete, coherent system that organises all aspects of learning, teaching and assessing into four connected stages:



This simple 4 D’s framework enables us to overcome the complex task of getting learning organised by chunking it out into manageable pieces. When starting out on this organising trip, we began at a new beginning. It seemed odd that we were all talking about learning, but nobody was defining it in clear, simple ways that would guide our practice. So we asked ourselves, "What is learning and how do we do it?" and we answered by defining three kinds learning: conceptual, competency and character. Within our Ecosystem, each drives a set of precise Standards, written in the precise language demanded by each kind of learning. While defined separately, in reality our 3 C’s are interacting continuously, forming the iconic ‘triple helix’ of our design, the DNA of our Learning Ecosystem.


Having defined learning, we then tackled our fundamental design question, "What's worth learning…and how do the pieces fit?”. We obviously value the insights provided by the traditional disciplines, but wanted to complement and extend them through a broader, inter-connected  approach to content selection. Our Eight Human Commonalities organise content through fields of learning that are relevant to all peoples, anywhere, anytime. Our learning DNA is thus embedded in a body of knowledge framed by our human common ground. Within our system, learners engage with life-worthy, standards-driven Learning Modules that draw from different Commonalities in compelling, connected ways.


The story continues. We linked practical pedagogical approaches to each of our three kinds of learning, so that learning is delivered in connected ways. Learners then demonstrate learning in ways consistent with CGC assessment principles and practices.

All of this, and more, is now captured in The CGC Learning Ecosystem. This comprehensive toolkit for goal-setting and achievement represents a complete system for defining, designing, delivering and demonstrating all aspects of learning. It also serves as the planning tool we use when we partner with schools who set out to 'get learning organised'. Collectively, we answer the most straightforward of planning questions, relative to the Learning Goals mapped out in our Ecosystem: “Where do we want to be? Where are we now? How will we close the gap? How will we know how we’re doing?”. In each school we work as collaborators to co-create a learning ecosystem and a plan for the school. Everything is customised for context, nothing is imposed. Our only non-negotiable is our Definition of Learning, without which we would lack the common language necessary for constructive learning conversations.

Member schools have access to all the CGC learning products that sit behind the goal statements in the Ecosystem, and to all the events, conversations and connections built around this learning system, at favourable rates where fees are involved.

Details of how to join the Collaborative

If you are new to our work, the overview you are now reading may not provide enough information for you to decide whether or not to join the Collaborative. In fact, we much prefer to have extended conversations with potential Collaborators, to really understand how we might work together in support of great learning.

If you are sufficiently intrigued, you can continue the conversation by contacting us.




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