As parents, we hand our children into the very capable hands of schools without really knowing what goes on in the day-to-day learning program. We trust the teachers and leaders of the school to ensure that our children are learning, but with all the acronyms and jargon that links to education, do parents really understand how it all comes together?
Over the past twelve months and in partnership with our Curriculum Leaders across both campuses, we have articulated our Teaching and Learning Philosophy and Framework, which we have specifically adapted for parents to assist them to better understand how we achieve our academic success. Our framework includes an understanding of how to apply specific teaching strategies in our classrooms.
The central component of the framework is differentiation. This is key in every classroom (Junior Kindergarten to Year 12) where the teacher is trained to adapt the learning process to meet the needs of all students. This may include using a different assessment method to meet the same learning outcomes, using different resources to deliver the content, altering traditional learning environments (e.g. combined face-to-face with online learning), and engaging with additional teacher resourcing.
Key to the success of our differentiation is the data that we collect on all students that takes into consideration their progress, school reports, external reports, NAPLAN results, students’ levels of wellness, their achievements outside of the classroom and their disposition and aptitude for learning. Over the last 24 months, reviews of our external ‘benchmarking’ assessment tools have been conducted. In 2022 we transitioned to CAT4 testing. CAT4 is an assessment of developed abilities in areas known to make a difference to learning and achievement – namely verbal, non-verbal, quantitative and spatial reasoning – and provides the school with an accurate analysis of potential student achievement. So far, we have collected CAT4 data on our Years 4, 7, 8, 9 and 10 students. We also use PAT (Progressive Achievement Tests) to measure our students’ progress in reading comprehension, mathematics, and spelling. The tests are designed to track student progress over time, providing teachers with valuable information on student learning and areas for growth.
In 2024 we are introducing a number of initiatives to enhance differentiated learning that include:
- Restructuring the timetable to ensure Mathematics, English, Science and Humanities in Years 7 to 10 occur at the same time. This allows staff to have common assessment times, and provide additional support or enrichment as needed;
- Providing an early Mathematics ATAR offering for selected Year 10 students;
- Vertical mixing of some elective classes in Years 9 and 10 to allow a broader range of offerings;
- Offering Music Acceleration classes in Year 7, for students who demonstrate a high level of music literacy and performance ability;
- Introducing an Athlete Development Program (ADP) to support our students who are competing at a state and/or national level;
- Extra literacy and numeracy support for identified students within the timetabled day;
- The launch of a Uni Preparation program in partnership with Edith Cowan University for Year 12 students, delivered within their timetabled day. Completion of this program allows immediate entry into many undergraduate courses needing an ATAR of 70;
- Additional university opportunities to complete tertiary units of study in Years 10 and 11 through programs such as Curtin’s Rising Scholars Program; and
- An expansion of our Certificate II, III and IV options in partnership with a variety of Registered Training Organisations (RTOs) for students across Years 10-12.
St Hilda’s continues to prioritise the fundamentals of literacy and numeracy across all year levels. From Pre Primary to Year 12, we consistently exceed the notional hours dictated by SCSA (School Curriculum and Standards Authority). For example, like-schools timetable is the equivalent of 4 x 50 minutes for each ATAR subject. At St Hilda’s, we timetable an additional 50 minutes for each ATAR subject, giving students more time with their teachers to deliver content. In 2024, we have timetabled an additional lesson each week of Mathematics and English in Years 7 and 8. In our Junior School, Mathematics and English will be scheduled between 8 to 10 times each week. This is almost double the amount of time recommended to schools.
