The Practice Principles (Grey Ring) articulate how our teachers deliver the curriculum and engage students in their learning. Each Principle is supported by a theory of action that describes how the work of our teachers generates improved student learning over time.
The Practice Principles support the development of a shared language for teaching and learning at St Benedict’s and help us to articulate what teaching and learning excellence looks like.
The Practice Principles articulate a cohesive view of effective teaching and learning in a Catholic school which integrates faith development and all the key aspects of teaching, including curriculum, pedagogy and assessment.
The Practice Principles are categorised into the 3 pillars of the Mission of St Benedict’s Catholic College:
- Love of God
- Love of Neighbour
- Love of Learning
Our Pedagogical Model places student learning at the centre of planning and implementation. Teachers design engaging and challenging learning experiences through planned integration of curriculum, pedagogy and assessment.
Teachers build their professional skills and knowledge around curriculum, pedagogy and assessment to continuously enhance their practice and improve student learning.
The Pedagogical Model describes what effective teaching looks like in the classroom. It provides an overview of the teaching and learning cycle and breaks it down into four domains:
- Knowledge of Students and Content
- Effective Learning and Teaching
- Positive Learning Environment
- Evaluating Student Learning.
The Pedagogical Model is supported by the Australian Professional Teaching Standards and High Impact Teaching Strategies.
Our teachers believe…
- all students have strengths
- all students have gifts and talents
- all students are capable of learning
- that for learning to be successful, students need to know the learning intention and success criteria
- learning occurs at different rates and in different ways
- the teacher is a critical factor in a student’s learning
- learning and teaching need to take place in a context of high expectations
- learning happens best when student-teacher relationships are based on mutual trust and respect
- learning occurs best where student, home and school have a common goal, interact positively and are mutually supportive
- our teaching is purposeful, challenging and connected to a student’s experience, stage of development and background
- students take responsibility for their own learning
- ongoing feedback is part of the process.