Learning Partnerships

New Pedagogies for Deep Learning (NPDL), Learning Partnerships refers to collaborative relationships between teachers, students, families, and the broader community that aim to enhance student learning. These partnerships are fundamental to creating deep learning experiences, where students engage in meaningful, real-world challenges and develop the six global competencies such as critical thinking, creativity, collaboration, communication, citizenship and character.

The goal of these partnerships is to shift the role of teachers from being the primary source of knowledge to facilitators of learning. In turn, students become co-creators of knowledge, taking more responsibility for their own learning and actively engaging in the process. Parents and community members are also seen as valuable contributors to the learning environment, offering expertise, resources, and real-world connections that enrich the educational experience.

Through learning partnerships, we aim to create an enriched learning environment where students are empowered to take ownership of their learning, educators serve as co-learners, and the community plays an active role in shaping the educational experience of our students.

Examples of Learning Partnerships at St Francis Catholic College in Middle Years Learning

Student-Led Projects with Community Involvement:

Students are involved in solving real world problems by designing solutions, with guidance from both teachers and experts from the organisation. This allows students to apply their learning to authentic situations.

Year 5 partners with the NSW Government, Bradfield Development Authority in their Interdisciplinary Unit called Building our Future.

Year 7 partners with OZHARVEST for their St Francis Food Truck Interdisciplinary Unit.

Collaborative Learning Platforms:

We are currently exploring to work with a School in Japan to leverage technology to create global learning partnerships. For example, students in Year 8 collaborate on a joint project through virtual learning platforms. Teachers from both schools guide students in exploring topics like climate change or global health, allowing them to compare local contexts, learn from diverse perspectives, and present their findings to a global audience.

Co-Teaching and Cross-Age Mentorship:

Learning partnerships through co-teaching or mentorship programs where older students or community volunteers (such as professionals or retirees) mentor younger students in areas like science, coding, or arts. This model not only enhances the learning experience but also fosters a sense of responsibility and leadership among older students while giving younger students access to new perspectives.

Examples in MYL Include:

Better Buddies Programs Year 5 and 6 work with Kindergarten and Year 1 students
SYL students working as mentors in STEM MAD for Middle Years Learning Students
SYL students mento MYL students to prepare for Learning Conferences

Service-Learning Programs: Inclusive Community Projects

Students are involved service-learning projects, Inclusive Community Project, The Inclusive Community Project is a Service Learning unit which is designed to empower students to become community minded and active citizens who contribute positively to society and the global community. It is also linked to the Justice and Solidarity Touchstone of the Edmund Rice Charism.

The program has four elements.

Investigation:

Students recognise their personal interests, skills and talents
Identify an issue in their community they care about

Preparation

Learn more about the community area by researching the underlying issue
Develop an action to improve or build community

Action

Carry out the action

Reflection

Reflect on what you have been doing
Document the action

Demonstration

Show what you have learnt- TED Talk/ Exhibition

Student-Led Learning Conference in Action

These conferences are designed to enhance student engagement and ownership of their learning journey. During the conferences, your child will present their work, reflecting on their growth, challenges, and accomplishments.

The Student Led Conferences are more than just a display of academic progress; they are an opportunity for students to communicate their understanding, articulate their learning experiences, and take pride in their achievements. By leading the conference themselves, students will develop valuable skills in self-assessment, communication, and reflection.

Preparation: Students gather their work, projects, and assessments over the year, reflect on their strengths and areas for growth. They create a digital portfolio presentation highlighting key learning experiences.

Conference Day: The student leads the meeting, discussing their learning goals, progress, and reflections with their family and invited guests. They may share examples of their work, explain challenges they faced, and outline strategies they are using to overcome those challenges.

Outcome: After the conference, students set new learning goals. This goal-setting is an important part of ensuring continued growth and developing a plan for improvement.

Family Involvement in Learning:

Families are invited to deeper learning experiences by actively engaging parents and families as partners in their children's education.

The College has a number of Learning Exhibitions that builds connections between home and school learning environments and helps parents better understand and support their child’s academic progress.

In Term 4 All students in Middle Years Learning are expected to take part in the Middle Years Learning Exhibition.

Exhibitions for each of the year groups Include:

Year 5:

Term 4- Building Our Future

Year 6:

Term 3- Science Fair Exhibition and Personal Interest Project

Term 4 - Movie Madness, Frances Fest

Year 7:

Term 2- St Francis Food Truck

Term 4- Inclusive Community Project- Service Learning

Year 8:

Term 4- Japanese

Combined Years 5-8

Term 4 Creative and Performing Arts Exhibition
Term 3 Enrichment STEM MAD Exhibition

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