{"id":11276,"date":"2023-12-22T09:00:06","date_gmt":"2023-12-22T01:00:06","guid":{"rendered":"https:\/\/sthildastg.wpenginepowered.com\/?p=11276"},"modified":"2025-08-01T21:43:48","modified_gmt":"2025-08-01T13:43:48","slug":"our-2024-teaching-and-learning-initiatives-explained","status":"publish","type":"post","link":"https:\/\/www.sthildas.wa.edu.au\/zh\/news\/our-2024-teaching-and-learning-initiatives-explained\/","title":{"rendered":"\u6211\u4eec\u7684 2024 \u5e74\u6559\u5b66\u8ba1\u5212\u89e3\u8bfb"},"content":{"rendered":"

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?<\/p>\n

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\u00a0better understand\u00a0how we achieve our academic success. Our framework includes an understanding of how to apply specific teaching strategies in our classrooms.<\/p>\n

The central component of the framework is\u00a0differentiation<\/a>.\u00a0This 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.<\/p>\n

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\u2019 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 \u2018benchmarking\u2019 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 \u2013 namely verbal, non-verbal, quantitative and spatial reasoning \u2013 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\u2019 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.<\/p>\n

In 2024 we are introducing a number of initiatives to enhance differentiated learning that include:<\/p>\n