Learning is a journey that brings hope!
St Peter’s School is a Visible Learning School where there is an enhanced role for teachers as they become evaluators of their own teaching. According to Professor John Hattie (Melbourne University), Visible Learning and Teaching occurs when teachers see learning through the eyes of students and help them become their own teachers. Visible teaching and learning occurs when learning is the explicit goal: when there is feedback given and sought and when there are active, passionate, and engaging people, including teachers, students, and peers participating in the act of learning.
At St Peter’s School, our commitment to contemporary teaching and learning is focussed on the needs of our students. We aim to prepare them for a future that is marked by rapid change not only in science and technology, but in so many aspects of everyday society. Our students learn in ways that allow them to adapt, apply and transfer new skills and knowledge, show respect towards others, embrace technological and social change and equip themselves with skills that will allow them to be lifelong learners in a rapidly changing world. To achieve this we focus on the inclusion of Thinking Routines and the concept that learning happens everywhere and at anytime. Our school culture of thinking is reflected in our community of Inquirers.
Teaching and learning opportunities value, respect and tolerate all cultures. Teachers and children share responsibility for learning and encourage a home/school partnership to promote learning excellence. Curriculum content is relevant to children’s lives and language is gender inclusive. Resilience is encouraged to help children move forward. All children can learn given sufficient time and support.
Our students engage in personalised learning programs within multi age, multi stage learning spaces. Responding to stimulating environments and academic and social challenges provide an opportunity for students to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical and creative thinking purposefully. Thinking that is productive, purposeful and intentional, is at the centre of effective learning fostering the creation of new knowledge and providing motivation for, and management of their own learning.
Activities are both child centred and teacher directed, providing children with the opportunities to have voice and choice in learning by setting personal goals gathering evidence of learning and identifying where to next with their teachers through conferencing. Individual needs and learning styles are catered for through the inclusion of developmentally appropriate learning tasks.
Planning is directed by the children’s prior knowledge and is ascertained through pre-assessment activities that identify growth points for learning. Individual learning plans are developed for children with special needs. Appropriate resources are selected for the delivery of relevant content that extends the children’s experiences and understandings. Both children and teachers are involved in reflecting, representing, reporting on achievable goals and celebrating successes.
Assessment is important as a means of identifying each child’s strengths and challenges and then establishing starting points for teaching. Assessment is ongoing through observation, monitoring and recording of children’s progress. It informs and directs teaching and leads to program evaluation. Opportunities for self assessment and peer appraisal provide additional information. Progress is reported to both children and parents with constructive feedback. Students are supported to be assessment capable learners able to identify where they are in the learning cycle and identifying next steps in learning.
High expectations promote learning excellence, and encourage and challenge learners to take risks, and scaffold onto their learning. Learning programs are planned by level teams of teachers to ensure a balance is maintained between the level of challenge presented and the level of support provided for children to learn.
The environment is learner friendly, stimulating, motivational and supportive.