Teaching & Learning

Although no one was looking forward to another period of lockdown it was pleasing to see how quickly our students and staff adapted to remote and flexible learning.  Many classes were even able to move their assessment CATs to online versions which meant, for our students, that there were no interruptions to their learning.  

Students engaged well with their learning online and staff reported high levels of attendance in their online learning classes.  Sincerely well done to our staff and students – the resilience and tenacity you continue to show during these times of uncertainty is a credit to you all. 

We would also like to thank our support staff who regularly checked in with the students they work with to offer additional support, or just a friendly adult to chat to.  Your connections to our students is valued and appreciated by the teachers and the students.

It has been fantastic to see all our students return again to on-site learning.  Students are very busy in classes, in many cases finalising their assessments.  Please keep an eye on Compass as parents can see the students CAT results, and the feedback the student has received, once they are published.

Semester 2

Students in Year 9 will have received an email, to their school account, listing the four electives that they will participate in next semester.  

This will also help parents at home to ensure they have the necessary equipment required for these classes.  The school booklist can be found on the Greater Shepparton Secondary College website, under Curriculum.

At the end of Semester 1 please encourage your child to bring home their AVID folder. 

Notebooks from Semester 1 electives can be removed and replaced with notebooks ready for next Semester. 

Curriculum Day

On Wednesday 9th June staff at GSSC took part in a Curriculum Day which focused on preparation for the transition to our new school in 2022. 

Staff worked collaboratively to undertake a number of consultation sessions around ensuring a successful transition for students and staff to the new site. Staff worked together on processes for Structural Organisation, Wellbeing and Engagement and Curriculum transition.

Differentiation Update

During Term 2 the staff have been revisiting and revising existing differentiation strategies in-line with our WeLEARN Instructional Model. The staff have been able to work collaboratively with colleagues through discussion and sharing their experiences.

Teachers who differentiate effectively use a range of data sources to pinpoint what students currently know, and what they are ready to learn next.

Data enables teachers to plan well-scaffolded learning pathways so that all students have a point of entry. Student data can also identify gaps in knowledge and skills that can be used for learning intervention.

Using data, teachers can decide what to differentiate in their instruction, choosing from:

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 affective 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.

The Differentiation Team have been leading this work through the process of running professional learning for all staff, and the release of the Differentiation Handbook. 

Some of the differentiation highlights from this term are:

• development of the Differentiation handbook
• dedicated professional learning for all staff
• staff trialling different ways to differentiate the teaching and learning in their classes
• staff shared lesson plans that outline differentiated strategies
• collaboratively worked with staff to create a bank of resources following the instructional model
• collaboratively created goals for students and listed strategies to achieve the goals
• ran moderating sessions and discussed teaching implications
• creation of the differentiation tab so that teachers can clearly see students’ goals who are involved in intervention programs
• organised PAT testing to use the data to inform teaching

Megan Michalaidis

Associate Principal of Teaching & Learning