Teaching & Learning

Teaching & Learning News and Updates

In term two, The Middle Years Literacy & Numeracy Support (MYLNS) and Tutor Learning Initiative (TLI) teachers have been working with selected students both in the classroom and in small groups to provide extra support in their learning of Literacy and Numeracy. Some students were also offered extra support in Numeracy through the Education Department’s new initiative, Virtual Tutoring Program. This finishes at the end of this term.

The NAPLAN summary reports have been made available to schools and our students have shown improvement in their results for Reading, Writing and Numeracy. Students should receive their detailed results of the NAPLAN testing in term three.

VCE/VM teachers and students have been busy working through Unit 1 and Unit 3 of their respective course and completing the required assessments for their outcomes. 

VCE/VM students need to ensure that they have met all these outcomes to receive an overall satisfactory (S) result for Unit 1 and 3.

Year 9 and 10 students have recently completed their mid-year exams in their core subjects: Maths, English, Science and Humanities. Additionally, the VCE/VET students have also undertaken mid-year exams in all subjects they are currently completing. The results of these exams will be included in their semester one reports due to be published on Friday, July 4.

Differentiation

In line with the Department of Education, all teachers differentiate the learning in their classrooms. Teachers are supported through Professional Learning in the form of Professional Learning Communities (PLC) to understand how differentiation can be undertaken in their individual classrooms/topic areas. The PLC and Key Learning Area (KLA) time also provides teachers with the opportunity to work collaboratively to create work in their respective subjects. All with the intention of improving student outcomes by allowing them to access the work at an appropriate level. 

Differentiation is a planned approach to what students need to learn, how they will learn it, and/or how they can express what they have learned. The goal of differentiated instruction is to meet the needs of all students at their point of need, from support to extension.

Differentiation can focus on:

1. Content - what students are expected to learn
2. Process - how teachers will teach and how students will explore or undertake their learning. Type of instruction and activities undertaken in the lesson
3. Product - how the students demonstrate their learning
4. Learning environment - the physical and effective nature of the classroom. Classrooms should be stimulating and conducive to learning, and places where students feel valued, safe and supported to take risks to support their learning.

Ernistina Greenwood 

Director of Teaching and Learning