Teaching and Learning Guardians

Preparing to Run – The Keys to Success

When students look at the academic year ahead, for many it may appear as daunting a task as running a marathon.  However, just as there are many resources and tips to support those interested in mastering the marathon, students are provided with many tools to achieve their best academically.  As Teaching and Learning Guardians, we are tasked with the job of supporting students to build their readiness, capacity, and confidence in all things academic.  The list below works to unpack the supports provided to students in each of the three schools, a process which begins in Term 1.

 

Key 1: Find the Right Training Plan

When planning for a marathon, you can't start running the whole distance right out of the gate, so it's important to find a plan that helps you gradually build up your kilometres and endurance while incorporating enough rest to prevent overuse injuries.  In cohort meetings and parent information evenings here at the College, students and parents are provided age and developmentally appropriate approaches to creating a study schedule.  The Assessment Calendars released to all students and parents by Week 2 of each term works to further individualise the areas for focus on the study schedule. 

 

Francis School (7-8) – At induction for Year 7s, students were given a weekly planner to assist with balancing their extra-curricular and academic commitments.  They were also given a term planner to facilitate the prioritisation of assessment tasks. 

Clare School (9-10) – Elevate, a company which provides academic programs to support students, has delivered in small class settings to Year 10s targeting tips and tricks for study.  In the coming week, Elevate will also deliver to Year 9 students memory strategies complimenting study planners.  Both sessions compliment guidance on creating study planners offered in academic cohort meetings. 

Elizabeth Hayes School (11-12) – Cohort meetings with senior students have focused on generating a schedule which is subject- and task-dependent.  In this way students target focused work in the mode of the assessment and are mindful of the success criteria across top bands of the achievement objectives.  Beyond this, students also respond to self-generated feedback and feedback based on patterns of evidence around strengths and weaknesses.

 

All students in the College are equipped with a Student Planner which becomes a point of reference for conversations between students, parents, and teachers for organisation. Modelling of the use of these planners takes place in classrooms and in home rooms.  Just as the marathon runner becomes prepared both physically and mentally for what to expect during the marathon in the construction of a training plan, so too are students able to have a sense of predictability in getting things done.  It is expected that students create a complete and visible study schedule by the end of Week 3 each term.

 

Key 2:  Set goals to prepare mentally

All physical endeavours begin with establishing personal bests for the athlete.  Crunching the numbers, establishing a baseline, and analysing the ways these might determine the next steps is critical.  In the same way, students begin their year in cohort meetings working with the Teaching and Learning team to establish how the cohort has performed, and thus areas to target as a group.  Each school will work with students then to establish personal goals for the year ahead. 

 

Francis School – In Term 1, a cohort presentation will be shared with Year 8 students highlighting the areas for improvement and areas of strength on the basis of 2020 ACER testing data and cohort academic performance.  We recognise that, to use data effectively in schools, we must be intentional about creating the right culture around it.  Such conversations with students in Years 7 and 8 emphasise the idea that ALL people can grow, change, and improve their craft; that looking at data is not about labelling or categorising; more so, it is about finding achievable next steps. 

Clare School  – In Term 1, cohort presentations will be delivered to students identifying strengths and learning targets for the group.  Based on cohort academic data, NAPLAN data, and engagement data, students will be encouraged to utilise impactful strategies in striving for improved outcomes. 

Elizabeth Hayes School Students enter Year 11 having engaged in the SET Plan process which requires them to consider post-school aims.  This works to ensure they have selected a pathway which will get them there, evidenced by academic patterns.  This future-focussed goal setting is continuously broken down and monitored through mentorship in academic and careers meetings across Years 11 and 12.  Term 1 cohort meetings and small group academic meetings look to projections of outcomes on the basis of results in each assessment cycle, thus allowing students to break it down and set goals. 

 

In leading data informed conversations across the three schools with students and parents, Teaching and Learning Guardians are able to identify areas which might pose challenge to goals set by individual students.  Endurance athlete and health commentator John Rarity notes that:

As an endurance athlete, I'm sometimes asked where I find the most challenge during an event.  Is it the swim portion, elbowing for room through a pandemonium of competitors?  Is it the bike as I strive to maintain my pace through a series of hills, or is it the run, the final stretch?  Without hesitation, I always answer the mental game is where I find the most challenge and reward. 

The parallels to the challenges faced by learners speak for themselves but, in preparing mentally by setting smaller academic tasks, measuring successes, and building confidence, students prepare themselves and realign themselves to a sense of purpose in academic endeavours.  The body – and by extension the mind - can do amazing things, especially when we are mentally prepared and willing to dig deep to achieve a goal.  It is expected that students establish Specific, Measurable, Achievable, Realistic, and Timely goals by the end of Week 3 each term.

 

Key 3: Act on your niggles early

Just as the runner may feel deferred pain indicative of deeper injury, evidence of academic concern may present in seemingly unrelated ways for students.  Teachers are tasked with looking for early indications of academic struggle or concern, and so too do we invite parents and students to partner with the College to flag issues early, so that shared conversation can enact supports pre-emptively.

 

Francis School – As students transition into Year 7 and build understanding of the processes of academic life in the College, students have been advised seek help early and often.  In the first instance, checking in with the teacher is critical.  Beyond this, the Teaching and Learning Guardian can support academic matters which relate across a number of areas. 

Clare School – Students are encouraged to speak directly to their teachers seeking constant feedback, specific guidance, and advice.  The goal of this is to support and assist them in times of challenge. 

Elizabeth Hayes School – With the expectation of increased independence and self-advocacy, students are asked to ensure that they maintain ongoing active and productive communications with their teachers.  Further, their requests for academic adjustments, extensions, and comparable exams must be done so in compliance with both the College and Queensland Curriculum and Assessment Authority policies and procedures. 

 

As the year springs to a start, student perception of the academic road ahead can be shaped by the support offered by all in the Teaching and Learning team.  Good planning, goal setting, and communication will guide students to the finish line.

 

Kate Pacey, Sacha Carney, and Tonia Campbell

Teaching and Learning Guardians

Kate Pacey
Sacha Carney
Tonia Campbell
Kate Pacey
Sacha Carney
Tonia Campbell