Teaching and Learning @ The Lakes
LEARNING AND TEACHING OVERVIEW
Curriculum Provision
The curriculum program is underpinned by the Victorian Curriculum from Prep to Year 10 and VCE study Designs for Years 11 and 12. These provide a 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 and additional stakeholders as required. The unit planning from Years 7 to 10 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 from Years 7 to 10 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 DET Pedagogical Framework and the constituent Practice Principles 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.
Wellbeing
The Lakes South Morang College will embed student wellbeing in all learning experiences by aligning student wellbeing and engagement and curriculum policies and creating an educational environment and curriculum that is inclusive and meaningful to all students. The personal and social issues of students will be incorporated into their daily learning experiences and a flexible, relevant, inclusive and appropriate curriculum will be provided in response to them. A daily home group session will be included in the whole school timetable so the school values and behavioural expectations can be explicitly taught and social and emotional wellbeing can be fostered along with the development of positive relationships. A range of resources will be utilised during these sessions to ensure that students develop the necessary social, emotional and positive relationship skills that empower them and keep them safe.
Teaching and Learning
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 utilization 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 maximize the use of the school facilities, in particular the usage of digital technologies and ICT resources. As part of the The DET Pedagogical Framework and the constituent Practice Principles the demand for high expectations and the implementation of Higher Order Thinking skills and strategies from P - 10 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 Academies and Enhancement programs (EXTEND, MAD, Fast Track and SANE) and intervention programs (focussed teaching groups, oral language, Individual Learning Programs); targeted programs are developed to meet the individual interests, needs and talents of our students. Curriculum Handbook 2020 Page 10 of 47 Student voice and negotiated tasks in various areas of the curriculum supports student engagement and the development of curiosity and inquiry. Opportunity for elective subject selection in Years 8 and 9 allow students more access to create their own learning pathway and continue to build relationships with staff. A positive, respectful and collaborative approach towards teaching and learning provides a strong framework for how we teach.
ATTENDANCE
All students must attempt six units per semester in Year 11, and five units per semester in Year 12;
Students must attend all lessons punctually and be aware that if a student is late to class on five occasions, this equates to one absence;
• Year 12 students may leave the school grounds to return home after their last timetabled class for the day unless a meeting has been arranged with a classroom teacher and/or Level Coordinator at this time. Note: A timetabled assessment session or seminar constitutes a timetabled class with attendance recorded.
• Students must attend all scheduled classes. Failure to do so may result in the awarding of an "N" result due to insufficient class attendance; Minimum 90% attendance requirement must be met in each class.
• Students must attend all Tutorial sessions, Timed Restoration Assessment blocks and all assemblies held during these Timed Restoration sessions.
• Unauthorised absences of greater than five periods from a unit in any semester will lead to a review of the student's progress and to the possible awarding of an "N" result for the unit due to absences.
• Measures will be put in place to ensure the student has every opportunity to pass the subject. What measure may be chosen will be dependent on the individual student concerned and what best fits with their personal and academic needs. This can include (but must be agreed upon):
1. Additional time to complete class work
2. A catch up of time missed outside of school hours (i.e. Homework Club)
* exceptions will apply in very limited circumstances based on medical grounds and/or Individual Education plans