OUR SCHOOL

 

LEARNING & TEACHING STATEMENTS


At St. Joan of Arc we believe that students learn best when:
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They have a strong connection with their school, peers and teachers.

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They are immersed in a curriculum which allows them to experience a variety of teaching and learning approaches.

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There are high expectations for achievement, where natural curiosity is aroused and where each individual is challenged and motivated.

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They are recognized as individuals who develop and learn at their own rate and in different ways.

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They are able to work cooperatively in a range of groupings.

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They are able to make decisions and choices about learning tasks, empowering them to develop a sense of ownership.

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The task is clearly defined and the purpose is meaningful to the learner.

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They are encouraged to be flexible and adaptable to the complexities and uncertainties within the learning environment.

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They are given regular feedback about their learning performance, the opportunity for self-assessment and the time to reflect on this learning.

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They are active in their learning and are encouraged to take risks.

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They take responsibility for their learning.

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They take responsibility for their learning.

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They experience success that is recognized and celebrated.

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Teachers, students and parents work in positive relationships.

At St. Joan of Arc we believe teachers teach best when:
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They acknowledge the balance between academic, emotional, social, spiritual and the physical wellbeing of their students.

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They create a class and school environment, which supports, acknowledges and provides opportunities for students to take risks with their learning.

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They develop clear routines, structures and organisation.

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They recognize, acknowledge and plan classroom programs that are sequential and cater for the different learning styles, needs and abilities of children.

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They allow for flexible and varied groupings of students.

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They immerse the children in a variety of challenging and enjoyable learning situations, which actively involves each child in inquiry learning.

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They use student prior knowledge and experiences as a basis for planning and facilitating new learning, in keeping with the concept of inquiry.

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They use a variety of assessment strategies to regularly monitor children’s progress, that are linked to the Victorian Curriculum.

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They have an ongoing commitment to Professional Development and are given the opportunity to reflect on their practice, develop competencies in new technologies and have access to adequate resources.

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They acknowledge the need for a balance between work and relaxation.

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Rapport and open relationships are developed between fellow staff members.

Click below to find our school policies.

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