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Buildings and Facilities

img 9474The school has a mix of modern and older style classrooms.  A new hall was opened in 2011 and the parish church is on the same grounds as the school.  A tuckshop operates on a volunteer basis each day for children to order their lunch or to buy snacks. Our Administration area was recently renovated to provide more office space, a sickbay, an interview room and student and parent entrance.

 The students have access to four playground areas, a concrete playground, two synthetic grassed playgrounds, and undercover area, multi-use hall, a new sustainable garden area and use of the oval across the road for lunchtime activities as well as for PE and Sport. Regular working bees keep these facilities in good condition.

 

21st CENTURY LEARNING ENVIRONMENTS

One of our school improvement initiatives that we will continue to work on throughout 2017 is to create contemporary flexible learning spaces. This school improvement goal is three-fold:

1. To de-clutter and renovate each class (painting, carpet, storage).

2. To incorporate a pedagogical approach that personalises the learning for students allowing them to be challenged, extended and have their individual needs met.

3. To furnish the classrooms with flexible furniture to complement current and evolving pedagogies.

 

kinderFLEXIBLE LEARNING SPACES

Flexible learning spaces are designed to be communal spaces which can be configured in a number of ways for specific learning experiences. Areas can be configured to suit learning styles and help generate engaging and exciting learning opportunities. Teachers and students are able to tailor the learning to suit the learning outcomes. If a student needs a quiet space, there will be a quiet space; if a group of students are working collaboratively, then there will be a customised space to allow this interaction.

CONTEMPORARY LEARNING

A contemporary learning approach is personalised, responding to the learning needs, interests and experiences of each student. Contemporary learning is different to the way many parents of today’s students were taught. It offers teachers and students many more options than the old textbook driven approach to teaching. Contemporary learning aims to empower students with the knowledge, skills and capacities to respond creatively to the challenges of their world.

Learners thrive in environments that are safe, supportive and secure. Flexible and intentionally developed learning environments encourage innovation and inquiry and help create a sense of belonging and purpose that strengthens the learning culture. These environments are stimulating and appropriately resourced. They promote high expectations and respect diversity and difference, facilitating learning for all students. Flexible / Adaptive learning environments have no conventional boundaries because, being ICT rich, they are connected to the world beyond the classroom.

Personalised Learning is the tailoring of pedagogy, curriculum, and the learning environment to meet the needs and aspirations of individual learners. In personalised learning settings—which happen inside and outside the classroom—teachers assess students’ strengths and needs in order to better align their teaching with each student’s learning style and interests while maintaining high standards.

In a personalised setting….

- teachers determine what a student doesn’t understand so that they can better target interventions to help students get back on track

- multiple students may be working at different levels of mastery and therefore can progress through content at their own pace

- students take ownership of their learning and understand how they learn, so they can be better equipped to take action, set goals, and determine what support they need.

- The learner has a voice in how they will access and acquire information, and a choice in how they will express what they know. When students own and take responsibility of their education, they can become more motivated and engaged in the learning process.

Teachers use the Australian Curriculum to plan rigorous teaching and learning programs that are respectful of their students’ age. When personalising the learning for students, the teachers

1.Draw from learning area content at different levels along the Foundation to Year 10 sequence 

2. Use the General Capabilities and/or Cross-curriculum priorities to adjust the learning focus

3. Align individual learning goals with age-equivalent content

Many educators believe personalised learning has the potential to drive breakthrough results for students.