Every student. Every day. Every lesson. Our vision and promise to our students.
We are committed to ensuring every student at our school experiences a quality, comprehensive and inspiring education so they are equipped with all the tools to thrive on the continuum of their lifelong learning journey. We are focused on enriching our students' sense of place in the world. We want to encourage their self-expression and broaden their exposure through a vast breadth of opportunity for academic, social, cultural, physical and emotional growth. We know that learning is active not passive.
It is through a teacher's ability to form strong relationships (with and between) that students flourish. This requires teachers to create learning environments that are built on respect, focused on learning and are positive for all students.
Our school has undertaken vigorous evaluation of our student learning data (using both internal and external assessments) as well as researched how we can ensure every student achieves their potential.
In Term 1, as part of our evaluation, the school executive team started analysing trends of performance and growth data over time. The executive team have worked in their grade teams throughout the year to further analyse the data sources we have available.
Teachers reviewed cohort (grade and class) data as well as individual student data. We wanted to make sure that we were considering the full range of learners in our schools as well as identified groups within the school. e.g. students who are learning English as an Additional Language or Dialect, Gifted and Talented students and students with additional learning needs. Understanding the impact of our teaching and learning programs and school structure is foundational to improved learning outcomes for all students.
We have analysed all of the evidence we collected against the statements of excellence which reflect current national and international research and identified improvement processes.
We have engaged in professional learning as executive, grade and specialist teams in What Works Best in Education to ensure we are successfully implementing strategies that are known to improve student learning:
•High expectations
•Explicit teaching
•Effective feedback
•Use of data to inform practice
•Student assessment
•Classroom management
•Wellbeing
•Collaboration
Two of our highly respected Gifted and Talented expert teachers, Sarah Bryce and Mel Stevenson have this year been trained as facilitators in the Department's new High Potential and Gifted Education Policy which becomes mandatory for implementation from 2021. This policy has formed part of our research into our current class structures and led us to look at our data for our extension classes in greater detail. This review has shown that we must consider our current practices. It would be unacceptable for us to not ask questions and consider a variety of evidence-based decisions.
As part of the High Potential and Gifted Education policy, we have used the first step; evaluate to determine the impact of our current class structures. This policy also discusses the merits of both forms of grouping: extension and cluster grouping. Evidence and research suggest that there is a greater benefit to students if they have their needs met within the classroom environment, rather than grouping them across the grade.
Our aim is to equip all students with the knowledge and skills to engage in high quality learning opportunities. Through differentiation, teachers are able to adjust the content, environment, processes and outcomes of the curriculum. This means that all students are learning in their 'challenge' zone. Our teachers already use a combination of these strategies to meet the needs of students in their classes. Differentiation will become a more focused area of professional learning for our school.