Learning
and Teaching
MiniLit Sage and MacqLit are now up and running, and it is fantastic to see students engaging in these sessions with enthusiasm and focus. These evidence-based, explicit intervention programs are making a significant impact on student literacy, with early indications of growing confidence and skill development.
Our ESOs are doing a tremendous job implementing these programs with fidelity and care, ensuring students are supported in a targeted and structured way. Their commitment to high-quality delivery has been instrumental in the smooth rollout of these interventions.
Careful planning and negotiation have gone into minimising disruption to students’ core learning, particularly avoiding withdrawal during Maths, Literacy, and repeated specialist sessions within the fortnightly rotational timetable. This has been no small task, and the collaboration between staff has ensured equitable access to the programs without compromising other learning priorities.
One of the key strengths of MiniLit Sage and MacqLit is their diagnostic nature—each student’s program is tailored to their specific needs, allowing focused practice in the exact areas required for progress. This targeted approach maximises learning time and accelerates growth in foundational literacy skills.
The Science of Learning
In Week One, staff engaged in three incredibly informative and thought-provoking days exploring the Science of Learning. This professional learning opportunity was both
comprehensive and energising, enriched with well-timed brain breaks and meaningful discussions.
Dr Jarrod Cooney Horvath—a teacher-turned-neuroscientist—led the sessions with passion, clarity, and deep insight. His eloquent and engaging delivery helped staff across the Diocese of Sandhurst better understand how students learn, and more importantly, how we as educators can best support long-term learning in our classrooms.
Dr Cooney Horvath highlighted the distinction between bottom-up and top-down brain functioning. For example, he used the familiar experience of learning to drive to illustrate how repetitive practice builds automaticity from the bottom up. In contrast, effective learning requires the brain to operate in top-down mode, where attention, challenge, and moderate levels of stress activate the brain’s internal “decoder,” enabling the processing of new and complex information.
These insights, among many others, left teachers inspired and empowered with practical strategies to enhance student engagement and learning outcomes. The collective energy and enthusiasm generated over the three days have set a strong and optimistic tone for the term ahead, as we continue to inspire and nurture the young minds in our care.