Teaching and Learning Report - February 7, 2019
author: Stephen Hill
Teaching and Learning in 2019
Classes for the year have started very well and the boys have returned from the break with a noticeably positive attitude to their learning. Congratulations to the boys on the way they have started 2019 and may the rest of the year be equally as productive!
The 2019-2021 Strategic Plan lists four goals for the Learning and Teaching area:
- Engage and challenge staff, students and parents to assume collaborative responsibility for learning through a whole school learning and teaching vision that promotes excellence.
- Identify and evaluate students’ learning strengths and challenges to inform teaching and to provide rigorous and meaningful learning.
- Recognising the diverse learning needs and interests of our students, continue to review and develop classroom programs, pathways and certificate offerings.
- Facilitate a program of staff professional development in the contemporary understanding of research-based learning and teaching pedagogy.
Throughout 2019, our teaching and classroom support staff will trial, develop and implement a range of teaching and learning initiatives in response to these goals including:
Expanded use of diagnostic testing data to inform and maximize the Junior School English and Mathematics blocking model to maximise literacy and numeracy outcomes for the boys
The introduction of new subject offerings - VCE Units 3/4 Psychology and Pathway to Hospitality
Continued development of Learning Areas through the Parent Access Module (PAM) to further our communication with parents by providing timely and efficient subject specific program information and assessment task results.
Opening of the Year 12 Study Centre
Consolidation and refinement of the Middle School alignment to the same blocks and timetabling structure of the Senior School
Updated and reinvigorated workshops which form the Year 9 Literacy block offerings
Concluding the expansive and comprehensive work of the ICT Executive in its ongoing review of the College’s eLearning Plan.
Consolidation of the College’s English as Additional Language or Dialect (EAL/D) program
Completion of the whole-school Timetable and Daily Organisation Review.
The aim with each of these initiatives and developments is to continue to provide teaching and learning structures that recognise and respond to the diverse learning of students at St Patrick’s, giving all our boys every opportunity to achieve personal academic success.
Expected Standards of Attainment in Assessment Tasks Guidelines
The Expected Standards of Attainment in Assessment Tasks Guidelines state that the expected minimum standard of attainment for graded assessment tasks in all Victorian Curriculum, CEOB Awakenings and VCE subjects at St Patrick’s College will be 50%.
The implementation of the Expected Standards of Attainment in Assessment Tasks Guidelines aims to:
- Promote and further a culture of high academic expectations amongst students
- Reinforce and support the College’s committed to academic excellence,
- Further raise academic outcomes (with particular emphasis on, literacy, numeracy and VCE outcomes)
- Enhance student engagement and resilience
- Establish clear expectations for students, parents and teachers alike regarding assessment tasks
- Support the ongoing identification of students who might benefit from an individual learning plan
- Inform any required discussions regarding a student’s readiness to progress to the following year level or equivalent subject.
The enforcement of expected standards of attainment for assessment tasks clearly indicates to all students, parents and teachers that the College will not accept mediocrity. These guidelines aim to reinforce in the boys’ minds that the College is committed to academic excellence and that doing the minimum will not be accepted.
The complete Expected Standards of Attainment in Assessment Tasks Guidelines can be accessed via the College’s website.
Mr Stephen Hill
Deputy Headmaster – Teaching and Learning