Authentic Learning

Authentic Learning ...

"learning that enables students to live lives of promise and meaning in a rapidly change world".

SCS Statement on Authentic Learning (2014)

SCS Authentic Learning brochure

The Sydney Catholic Schools’ Statement on Authentic Learning was developed through consultation with teachers and leaders across our system of schools. The activities throughout the consultation process formed the basis of this statement.

The Statement outlines our beliefs about how students learn. It provides a foundation for teachers, school leaders and system leaders as they aspire to enable learning which challenges, and empowers students to become lifelong learners, who contribute to society, and the wider world, as active and discerning citizens.

The Authentic Learning Statement, informed by research and best practice, provides the context and framework for all system Statements and Directions for learning such as Authentic Assessment.

"... authentic learning is the key moral purpose for all schools, and indeed the very enterprise of education."

Dr Michael Bezzina, Director of Teaching & Learning, SCS (2017)

The SCS Statement on STEM articulates an authentic inquiry through design approach to STEM which aligns with the principles of Authentic Learning.

STEM education in SCS gives expression to the principles of authentic learning enabling all learners to adapt, grow and flourish in a rapidly changing world.

An SCS STEM site is currently in construction.

The SCS Authentic Assessment Statement reflects the Statement on Authentic Learning. This statement provides a foundation for school communities, leaders, teachers, students and parents to engage in the process of creating and critiquing assessment practices to promote authentic learning.

See our companion Authentic Assessment site here.

The Sydney Catholic Schools Statement on Authentic Learning in the Early Years articulates characteristics of learning K - 2.

It provides clarity and direction for creating, evaluating and sustaining practices that support learning and teaching in the early years.

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