Learning and Teaching

The following framework was developed by our College following a year long process of discernment, research and leadership work with Dr Julia Atkin. It represents the key principles around learning that guide our teaching practices, creation of environments and engagement of students in the learning process. Whilst these principles are supported by educational research they are also supported by the evidence of what our teachers have found works best for our students.

Principle 1:Knowing the learner

We believe that students are individuals with differing learning styles, strategies, prior knowledge, experiences and intelligences. Students respond best when their learning is tailored to their individual needs and interests and can be presented, expressed and assessed in a supportive and collaborative environment. They are encouraged to develop skills in identifying and questioning values and beliefs, acknowledging and challenging assumptions and placing learning within context. Our students grow most effectively when they deeply reflect on their learning with a view to future growth.

Principle 2:High expectations for all learners

We expect nothing less than our own personal best in all that we do. High expectations for all learners are underpinned by a growth mindset. Learners are challenged and extended through differentiation and scaffolding. A commitment to the success of each learner is supported by shared accountability and consistency of expectations. Feedback for growth is undertaken by quality dialogue between learners, teachers and families and is the basis in which we collaborate for improved outcomes.

Principle 3:Learning in Collaboration

We understand ourselves as social beings who learn from each other in many different ways. Neuroscience confirms that we learn through social interaction, therefore opportunities for collaboration are key to a rich, contemporary learning environment. Rinaldi (2009) reminds us that “Learning is an ongoing and reciprocal process that comes from relationships with one another and the environment.” Learning in collaboration requires an environment where respect and trust are present. The skills and attitudes we develop through working in collaboration with our peers translate into transferable, lifelong skills which enable us to be positive, contributing members of the wider community.

Principle 4:Purposeful learning

We believe that when the learner has an authentic stake in their learning powerful things happen. We believe that learning is continuous. Learners can achieve this by being enquiring, curious, passionate, reflective, creative and critical thinkers. Learners take responsibility for their learning in a framework that is inspiring, dynamic and rigorous with the learner at the centre. They draw on knowledge at the time of learning and understand the motivation they need to succeed. They are empowered to know that their learning and actions have a purpose beyond the classroom, in a global, contemporary society.

Principle 5:Learning in a safe and supportive environment

The physical and emotional wellbeing of young people are an essential pre conditions for learning. Learners thrive in environments that are safe, supportive and foster a sense of belonging. Consistent expectations around positive behaviours promote learning.

Mutually respectful relationships encourage a learning culture that builds confidence and resilience whereby mistakes are seen as opportunities for growth. Purposeful and intentionally designed learning environments provide stimulating and flexible opportunities for learning. The integrated use of technology ensures our learners are connected to the world.