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It explains the BY DESIGN learning architecture, the “proof points” used to measure learner interests and capabilities, and the two-year partnership with the University of Melbourne’s New Metrics for Success project. The issue also highlights cross-subject Pop Up Learning projects from 2020 that connect themes from texts and wellbeing through practical, trackable experiences.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":53,"@type":76,"position":81},"https://docshare.wps.com/document/lifestyle/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/camlife-winter-2021-designed-for-all-future-proof/315930/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/camlife-winter-2021-designed-for-all-future-proof/315930.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenge does the document describe about relying on ATAR?","Question",{"text":112,"@type":113},"It argues that students’ pathways to university should not be determined solely by ATAR, and that the timing and prominence of ATAR will continue to change.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are “proof points” in CGGS’s BY DESIGN model?",{"text":117,"@type":113},"They are the components of the BY DESIGN learning architecture that help measure learner interests, capabilities, skills, progress, and potential in ways recognized beyond the school.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the University of Melbourne partnership affect CGGS’s work?",{"text":121,"@type":113},"CGGS staff develop and trial metrics through progressions for credentialing transferable skills, aiming for recognition across different organisations and institutions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},315930,1790697220,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":52,"category_name":53,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","DESIGNED  \nFOR ALL  \nFUTURE PROOF  \nDebbie pictured with the BY DESIGN co-creators Kate Manners,  \nJames Henderson, Charlotte Forwood and Summer Howarth  \nWhat if our students’ primary pathway to university was no longer determined solely by the Australian Tertiary Admissions Rank (ATAR)?  \nI am confident that you would want to know what the school had done to prepare for this very significant change, that is, how we were future-proofing your child’s success.  \nThe debate is clear- it is not if there will be a change to the prominence of the ATAR, but when, and we are already seeing some movement in this direction. Changes to the future of work and global communities require options for pathways into further education that are beyond the ATAR. Recent position papers such as ATAR: A Proposal for Change, have assisted in reigniting current developments. Informed  \nby the research of many organisations includingthe Organisation for Economic Co-operation and Development (OECD), the Foundation for Young Australians (FYA) and the University of Melbourne, educators at CGGS have been systematically planning for this change over recent years.  \nOur first step was to ensure that we were designing a worthwhile education; an education that enabled our students to engage with the world in very authentic ways at school, and one that would assist them in preparing for life beyond school. Secondly, we needed to be able to measure key components of this education that would reflect and demonstrate the learner’s interests, capabilities, skills, progress and potential. Finally, we needed to provide an education that would enable our students to thrive in a changing  \nworld whilst ensuring that the experiences value the whole person, their ideas and their ability to demonstrate this.  \nAt CGGS we now intentionally design a worthwhile education for our students and have clearly articulated each of the components of the design process through our BY DESIGN learning architecture. By clarifying the key components, we have also articulated what is important to measure. As we consider our DNA of connection, growth, grit and sustainability, and our transferable skills of leadership, initiative, teamwork and collaboration, planning and organisation, problem solving, creativity and critical thinking, the challenge is how to measure them, and how to measure them in a way that is recognised beyond our school. We call these our proof points.  \nThis is where our work in the two-year partnership with The University of Melbourne’s New Metrics for Success: Transforming what we value in schools project is a key priority for us at this time. Staff from CGGS are working on developing these metrics to measure these capabilities through progressions that will be recognised (have warranty) across different organisations and institutions.  \nThe final certification or proof point will be a credential or badge that will be located on a platform that can be used by students beyond school. Recent workshopsin this partnership have been very affirming as we have been developing progressions for credentialing transferable skills. Information from the CGGS BY DESIGN architecture has been shared with other participants and they have provided very positive  \nfeedback. It is clear that our CGGS educators are atthe fore of innovative thinking and practice. We are very excited by this work and hope that we will be trialling some of the credentials later this year.  \nIn this edition of CamLife we will be sharing with you how some staff are using the BY DESIGN architecture, and in our edition later in the year we will share more of our work from The University of Melbourne partnership.  \nAs we continue to introduce new innovative learning opportunities, our experiences of lockdown during the global pandemic in 2020 demonstrated the significance of relationships and the physical experiences of schooling, especially with respect to social connectedness in learning, social interactions  \nand pla","cbCaivzDR14MRgJR","https://ap.wps.com/l/cbCaivzDR14MRgJR","pdf",5273594,23,"English","# Designed for All Future Proof\n## BY DESIGN learning architecture and proof points\n## Partnership with the University of Melbourne: New Metrics for Success\n## 2020 Pop Up Learning projects (Year 7)","[{\"question\":\"What challenge does the document describe about relying on ATAR?\",\"answer\":\"It argues that students’ pathways to university should not be determined solely by ATAR, and that the timing and prominence of ATAR will continue to change.\"},{\"question\":\"What are “proof points” in CGGS’s BY DESIGN model?\",\"answer\":\"They are the components of the BY DESIGN learning architecture that help measure learner interests, capabilities, skills, progress, and potential in ways recognized beyond the school.\"},{\"question\":\"How does the University of Melbourne partnership affect CGGS’s work?\",\"answer\":\"CGGS staff develop and trial metrics through progressions for credentialing transferable skills, aiming for recognition across different organisations and institutions.\"}]","CamLife - Winter 2021 - Designed for All Future Proof | PDF",1789908193,35]