Teaching and Learning at Northern…
Every week, recurring themes such as teaching styles, explicit instruction, evidence-based methods, and the science of reading are popping up in newspapers like The Australian and on our social media news feeds. It's evident that education in Australia is a prominent topic in the media lately. I'm encouraged by the discussions among parents, the thoughtful questions being raised, and the growing familiarity with best practices in education. Today, I want to delve into how we approach Christian education at Northern and shed light on the teaching strategies we promote and employ.
Formational Learning: At Northern, we are deeply committed to our vision to be a transformational Christian learning community where we provide the highest quality Christ-centred education that prepares and equips students for life. Our teaching and learning programs are delivered through an authentic, biblically informed lens to facilitate formational learning, which seeks to instruct the mind, shape the heart, and equip the hand by encouraging curious and courageous learners to explore God’s world and live out the hope of Christ. Our Community Thread video gives you a glimpse of this and how we intentionally weave the ‘Building Community’ thread at Northern.
Early Years Learning Framework (EYLF) and Australian Curriculum: We provide a holistic and Christ-centred Early Years program. Our Kindergarten curriculum is based on the principles described in the Early Years Learning Framework (EYLF). Whilst the Australian Curriculum sets the expectations for what students in Prep to Year 6 are taught, our teachers choose contexts for, and plan learning, in ways that best fit our beliefs and worldview that align with our vision for Christian education. Through the Australian Curriculum framework, we aim to grow students into independent thinkers who can use creativity, invention, and logic to present and interpret their views and the views of others.
High Impact Teaching and Learning: We employ a focus on high-impact teaching and learning strategies that foster student enjoyment, engagement, and progression. Informed by data and the latest research, teachers focus on explicit direct instruction using the Gradual Release Model, employing collaborative learning, promoting questioning, and allowing for strong differentiation. This model entails teachers clearly demonstrating to students what to do and how to do it, helping them to move towards independence.
Guided Inquiry: Through guided inquiry, students experience Deeper Learning, a learning model that emphasises the myriad ways learning can be taken into deeper levels of understanding. We utilise guided inquiry to support the culture of students exploring God’s world around them with curiosity and discernment. Our teachers find the appropriate balance between explicit direct instruction and guided inquiry to ensure the best possible learning outcomes.
Evidence-Based Practice: Our Literacy and Numeracy Programs employ teaching practices that research has shown will have the greatest impact on student learning. These programs provide exceptional explicit instruction in English and Mathematics. Compellingly strong data has proven the effectiveness for evidence-based methodology where regular assessments are undertaken to gather evidence and draw conclusions about where students are in their learning. Our new Structured Literacy Program is informed by the science of reading, an approach to reading that was compiled from over 50 years of data to explain how children learn to read, write and spell. Our Literacy Program focuses on the five essential sets of knowledge and skills for reading which is phonemic awareness, phonics, fluency, vocabulary and comprehension.
Visible Learning: Visible Learning strategies are embedded strategically throughout our whole school. Based on the principles developed from Professor John Hattie’s analysis of research studies on student achievement, Visible Learning strategies involve a teacher observing and analysing student data in order to understand individual learning needs, set goals and objectives for the students, effectively implement differentiated instruction, and engage students in their own learning. These practices allow teachers to craft more personalised learning experiences, which can keep students motivated while ultimately improving student performance.
In conclusion, as we reflect on our commitment to Christian education and the diverse teaching strategies employed at our school, we are reminded of the profound impact they have on students. Together, in partnership with parents, let us continue to uphold our mission of providing the highest quality
Christ-centred education that prepares and equips students for life now and in the future.
Bethany Armstrong - Principal
