Teaching and Learning

Our focus on GROWTH

In our classrooms, the focus is on student growth. We know that students are spread over a continuum and it is important to us that every student is moving forward. At Year 7-10 the third learning sequence has just been completed. A pre-assessment was conducted at the beginning of the unit to determine student skill level, then we targeted the teaching over the following weeks in an effort to see skill growth. Our students were hopefully able to demonstrate an improvement in understanding when completing the ALT to reach 'standard'. If not, we have a 'consolidation' week after assessment, where our priority is to help consolidate that understanding. A focus on growth means that students at all points on the continuum continue to be challenged and achieve success.

Our other priority, particularly in this environment of uncertainty, is to provide stability and a sense of moving forward, with some adjustments and support of course! The mental health and engagement of our students takes priority over all else at the moment, but we are continuing with assessment and reporting as advised by the Victorian Curriculum and Assessment Authority who recommend the continuity of the learning and assessment program to prevent student concern that assessment is not occuring, particularly, but not isolated to VCE. If your child is experiencing anxiety around learning or assessment on-line we encourage them to talk to their teacher or student manager.

Ms. Melinda Gall

Assistant Principal

Teaching & Learning

7A – Student agency employed to warm up for Drama! 

The 7A SEAL class has been enjoying their adventures into the world of Mime in Drama. Students have been undertaking more complex practical tasks to extend their performance skills and a focus has been on expanding vocabulary and practicing analysis (a higher order thinking skill) in every lesson. 

Reflection is a key part of all drama education but developing metacognition (thinking about the thinking process) has been shown to be effective in enabling high ability students to critically take ownership of their learning and enabling extension. 

 Student Zara Behrend states ‘I feel like I am being really challenged through drama, but not in a bad way. I love the way Drama challenges me in the areas of performance, creation and direction.”  

In the Drama classroom, students began to add layered nuance to their character and stories, exploring concepts of objective and status, refining their mime skills, and conducting additional research to inform their practice.  A key aspect of our School Wide Positive Behaviour matrix is that students demonstrate they are ready to learn. For high ability students, they benefit from opportunities to show agency and use initiative, so I have started asking 7A students to carefully select and run the warm-ups for the class. This way, everyone can demonstrate that they are ready to learn – from their peers as well as their teacher. This strategy also strengthens understanding of the skills we are practicing - such as focus, gesture, quick thinking skills, voice work, or building a sense of ensemble -  and it also creates a positive, energetic start to the lesson.  

Tye Harper volunteered to run ‘Lemon Elevens’ and said of his experience:  ‘It was rather fun running the class warm up and introducing a new game.”  

As we pivot again to online learning, I am seeing new ways of students showing agency, self-regulation and metacognition as they attend our classes in TEAMs. Students are keen to share their creative ideas, grapple with their thinking about new concepts in break out rooms, and engage in new online versions of practical tasks. Congratulations to 7A on continually rising to the new challenges they face and taking ownership of their learning!  

Ms. Laura Washington (Performing Arts)