At St Hilda’s, we believe that every student can achieve individual academic success. Because of this a student’s personal growth is of the highest importance.
By creating a learning and teaching environment that is data-informed, evidence-based and anchored to educational research, we aim to provide a responsive and relevant learning experience for every student. We strive to nurture a culture of continuous improvement where every student is supported to reach their true potential.
Understanding that every child is on their own learning path, teachers endeavour to provide a responsive approach that meets the complex and ever-changing needs of the student. In order to do this, processes to identify individual areas of strength and growth, programs to support remediation and extension, a strong commitment to differentiated learning as well as bespoke learning pathways that support students during their time in the School.
We recognise that academic success is not just about results, but also about developing the skills, attitudes, and dispositions that are essential for lifelong learning. We use data to track student progress, set goals, and provide targeted feedback, which helps students develop the self-efficacy and growth mindset necessary for academic success.
St Hilda's Differentiated Teaching and Learning Framework provides a flexible learning journey for each and every student. Prior to commencement, all students undertake an assessment to assist teaching staff to ascertain their learning needs. Specialist staff provide additional support, intervention, enrichment or acceleration.
We believe that differentiating instruction is key to ensuring that every student can achieve academic success. Our teachers use a variety of strategies, such as flexible grouping, tiered assignments, and scaffolded tasks, to differentiate instruction and meet the needs of diverse learners. This approach to teaching and learning happens within the classroom and is based on the teacher’s professional judgement as to who needs a differentiated task. We recognise that differentiation requires ongoing assessment, reflection, and adjustment, and we are committed to providing ongoing professional development to support out teachers in this endeavour.
For students looking for additional academic stretch, a range of enrichment opportunities are on offer. Students can explore their interests and passions through activities such as clubs, cocurricular activities, competitions, and in Senior School, elective courses. Our teachers use a variety of pedagogical approaches, such as project-based and experiential learning, to stimulate intellectual curiosity and foster a love of learning. St Hilda’s appreciates that engagement in learning at a deeper level is key, not simply volume of work.
At times, students display a level of academic achievement that is beyond their academic grade. When that is apparent, the school recognises that they may require more advanced instruction to reach their full potential. Our teachers use data to identify gifted and talented students and provide accelerated learning opportunities. This includes whole-year acceleration, subject acceleration or advanced courses.
At one point in time, nearly every student needs additional support. As each student has differing abilities within various subjects at school, this support is needed at a variety of times and for different content. Using data to inform a process, students are grouped in or out of class to work within a small group setting. In a small-group context students are provided with opportunities to engage in repetition of content to consolidate and address gaps in learning. St Hilda’s Tutoring Centre, open before and after school, is staffed with teachers who can provide additional support for those who seek it.
Assistance programs are a critical component in supporting students who have significant gaps in their learning or a diagnosed learning challenge. Before implementing an intervention program further diagnostic testing is completed. This process highlights the specific needs of the student. Based on those needs, the targeted program is chosen and delivered. This intervention may included 1:1 or small group support before, during or after school time.
St Hilda’s has a number of opportunities embedded within the curriculum programs for all students (regardless of their aptitude for the subject) and opportunities outside the classroom. Our girls have access to competitions, programs, and experiences that rival even the state’s top selective schools.
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t Hilda’s Mensa accreditation recognises our commitment to fostering giftedness.
Acceleration programs for gifted and talented students such as the da Vinci Decathlon and Tournament of Minds allow girls to connect with like-minded souls to test their knowledge, creativity and problem-solving skills. Read our blog article from our Gifted and Talented Coordinator.
St Hilda’s has numerous strategies in place to support the girls to meet their academic goals. The Tutoring Centre is an innovative hub of academic support for students in Years 7 to 12 who are welcome to attend as often as the need arises.
Specialist teachers from all subject areas are available for one-on-one or small-group teaching and learning. Students may need to clarify a concept taught in class or seek extension work to improve their marks. Individualised instruction helps girls to reach their academic goals and take charge of their learning.
The Centre’s Coordinator teaches students how to maximise exam time and study and research effectively and is available each day at lunchtime and after school to assist with essay writing, time management and study skills.
Differentiated programs of study are devised for girls who require adjusted timetables due to illness, elite sports commitments or particular circumstances.
