LEARNING & TEACHING STATEMENTS
At St. Joan of Arc we believe that students learn best when:
They have a strong connection with their school, peers and teachers.
They are immersed in a curriculum which allows them to experience a variety of teaching and learning approaches.
There are high expectations for achievement, where natural curiosity is aroused and where each individual is challenged and motivated.
They are recognized as individuals who develop and learn at their own rate and in different ways.
They are able to work cooperatively in a range of groupings.
They are able to make decisions and choices about learning tasks, empowering them to develop a sense of ownership.
The task is clearly defined and the purpose is meaningful to the learner.
They are encouraged to be flexible and adaptable to the complexities and uncertainties within the learning environment.
They are given regular feedback about their learning performance, the opportunity for self-assessment and the time to reflect on this learning.
They are active in their learning and are encouraged to take risks.
They take responsibility for their learning.
They experience success that is recognized and celebrated.
Teachers, students and parents work in positive relationships.
At St. Joan of Arc we believe teachers teach best when:
They acknowledge the balance between academic, emotional, social, spiritual and the physical wellbeing of their students.
They create a class and school environment, which supports, acknowledges and provides opportunities for students to take risks with their learning.
They develop clear routines, structures and organisation.
They recognize, acknowledge and plan classroom programs that are sequential and cater for the different learning styles, needs and abilities of children.
They allow for flexible and varied groupings of students.
They immerse the children in a variety of challenging and enjoyable learning situations, which actively involves each child in inquiry learning.
They use student prior knowledge and experiences as a basis for planning and facilitating new learning, in keeping with the concept of inquiry.
They use a variety of assessment strategies to regularly monitor children’s progress, that are linked to the Victorian Curriculum.
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.
They acknowledge the need for a balance between work and relaxation.
Rapport and open relationships are developed between fellow staff members.