Teaching and Learning Overview

What do we teach?

The curriculum program is underpinned by the Victorian Curriculum from Prep to Year 6. This provides a single, coherent and comprehensive set of prescribed content and common achievement standards which are used to plan student learning programs, assess student progress and report to parents.  The unit planning addresses the disciplines of English, Maths, Humanities (History, Economics, Geography, Civics & Citizenship), Science, Health and Physical Education, Languages (Auslan) Design and Digital Technology and The Arts (Music, Dance, Drama, Media, Visual Arts, Visual Communication). 

As a school, we are committed to integrating curriculum Domains to allow for an Inquiry approach towards effective and engaging teaching and learning.  The Inquiry process allows many curricular areas and general capabilities to be immersed into the teaching and learning program.  The Teaching and Learning Framework and the Pedagogical Model underpin the framework of what we teach and how we address teaching and learning within our learning spaces and year level cohorts.

Our teaching practice is built on a value system that incorporates our core values of Respect, Teamwork, Leadership and Learning that permeate the school culture.  The knowledge, skills and conceptual understandings that underpin the learning outcomes are carefully scaffolded by genuine and trusting relationships harnessed through a range of personal and social development programs and a deeper understanding in restorative practices which value diversity and individuality.

How do we teach?

Effective teaching is the single biggest determinant of student improvement in the school. Teachers not only have a direct impact on student achievement but also student engagement and motivation for learning. What teachers do in the classroom and how they interact with students is vital.

The Lakes South Morang College has a continuous focus on student learning with clearly articulated and implemented curriculum outlines and processes.  The utilisation of flexible practices maximizes the strengths of individual staff members as a collective whole. 

Differentiation of student learning tasks is imperative and the allocation of student groups and explicit programs is determined by accurate student data and team moderation.  Approaches, groupings, intervention and extension are fluid and responsive, based on ongoing, real time assessment of student growth in all areas. It is the intention of each team to maximise the use of the school facilities, in particular the usage of digital technologies and ICT resources. As part of the Teaching and Learning Framework and the HITS models, the demand for high expectations and the implementation of Higher Order Thinking skills and strategies from P - 6 across all domains lead to the achievement of improved student outcomes.  Through the allocation of targeted Professional Development, access to immediate student data via Sentral and Professional Learning Teams (PLT), The Lakes has developed a shared understanding of best practices that improve teaching strategies, teacher capacity and what reduces the barriers to learning.

We cater for all students through provision of extension and Enhancement programs (Young Einstein’s Maths extension and Amazing Authors writing extension) and intervention programs (focused teaching groups, oral language, Individual Learning Programs); targeted programs are developed to meet the individual interests, needs and talents of our students.

Student voice and negotiated tasks in various areas of the curriculum supports student engagement and the development of curiosity and inquiry. A positive, respectful and collaborative approach towards teaching and learning provides a strong framework for how we teach.

How do we know our students are learning?

Assessment is used to provide an ongoing, ‘real time’ picture of each individual student and cohort.  The tracking and monitoring of student outcomes is vital to informing purposeful teaching and allowing for student progress and scaffolded learning.  Teaching staff at The Lakes South Morang College collect ongoing data in a variety of forms; these include pre and post-tests, rubrics, student performance and presentation.  Mid and end of year Victorian Curriculum data is tracked and student groupings, topics and tasks are often realigned based on this information. School-wide timetables and meeting schedules that ensure teachers meet fortnightly within PLT’s and through regular campus and/or whole school professional development to analyse and interpret a range of data successfully and consider adjustment to teaching plans. This is undertaken with the goals and outcomes for student learning contained within the strategic plan and AIP as the overarching purpose. All individual student learning requirements are tracked using a range of tools applicable to their identified learning needs including funded, Indigenous and identified ‘at risk’ or ‘extension students’ in a range of areas. All teaching staff are required to regularly monitor student learning outcomes using a range of formative, summative and benchmark tools. This data forms the basis of student feedback and goal setting, formal Victorian Curriculum Reporting to parents and school wide data analysis.

Students are able to set goals and reflect on their outcomes and at times, renegotiate their own learning goals and targets to achieve success.  The use of Essential Assessment, On Demand testing, pre and post testing, English and Maths online interviews and PAT Literacy Testing  gives staff an instant and clear picture of student progress and achievement supporting ‘the next step’. 

The Attitude to School Survey provides data on student engagement and gives staff a clear picture of their cohort and the NAPLAN results provides an overall snapshot of student learning as compared to National standards.

The data collected about the achievements of past students highlights that the foundational learning that happens at The Lakes places students in good stead to be successful in senior secondary and tertiary education, or within the workforce.

How do we provide feedback to our students and families on learning progress? 

Feedback to students is ongoing.  It is the focal point for continuous learning.  By involving students in discussion centred around rubrics, video analysis, test results negotiation of learning tasks future goal setting are maximised. 

The Lakes South Morang College provides continuous feedback to families in a variety of forms.  Meet and Greet sessions are held at the beginning of each year and student progress reports together with interviews are provided at the end of Term 1, 2 and 3.  End of semester written reports are provided at the end of Terms 2 and 4.  Individual SSG meetings, best interest/care team meetings, KELPS, ILP’s, ABLES reports are scheduled to meet individual need. Celebration of Learning Events are held to allow for students to highlight their learning and progress in the form of: an Art Expo, Song and Dance Nights, Inquiry, Humanities and Science Exhibitions, a Whole School Production and the term school publication.

Student and cohort information is constantly uploaded on the website and Sentral and is highlighted in the weekly newsletter. Individual student success is also celebrated as part of the fortnightly assemblies or the end of term assemblies. An annual awards ceremony celebrating excellence across the Multiple Intelligences is held in December each year.