Learning and Teaching
3A. Prioritise student engagement, connection, creativity and resilience through a differentiated, innovative and relevant whole school approach to learning and teaching.
- To review, analyse and evaluate pedagogical styles, aims and objectives of the College.
- Stakeholder engaged:
- Leadership Team
Learning and Teaching
3A. Prioritise student engagement, connection, creativity and resilience through a differentiated, innovative and relevant whole school approach to learning and teaching.
- To create and implement school wide practices to improve reading and writing to enhance learning and improve student outcomes.
- Stakeholder engaged:
- Staff
Implementation of the Vocabulary Project
In 2023 the College embarked on an action research project designed to improve literacy by raising word consciousness. This two-year project is grounded in Beck & McKeown's Tiered Vocabulary framework and Fisher and Frey's Gradual Release of Responsibility designed to explicitly build students' confidence in reading and writing in Stages 4 and 5.
Term 1: Phase One – Data Analysis, Investigation and Theory
In Term 1 at our College, we embarked on a systematic inquiry by triangulating diverse data sets, conducting wide academic research to inform effective instructional approaches tailored to teaching and learning within our educational context. Through this process, we formulated a conceptual schema uniquely suited to our educational environment, ensuring targeted and impactful advancements in pedagogy.
Term 2: Phase Two – Pre-Pilot
A small-scale pilot was conducted involving three departments, with each department independently undertaking data analysis. Staff undertook professional learning in Beck and McKeown's Tiered Vocabulary framework and developed skills in data analysis. Staff implement interventions, collect data to assess effectiveness, reflect on outcomes, analysed artefacts, communicate results to stakeholders, and plan next steps based on lessons learned, with the overarching goal of improving educational practices and outcomes.
Term 3: Phase Three – Pilot
- The staff implemented intentional vocabulary instruction tailored to specific texts, prioritising repetition and repeated exposure to Tier 2 words. They ensured rich learning contexts to enhance vocabulary acquisition and adjusted vocabulary tasks as needed.
Term 4: Phase Four Full-Scale Implementation
- After the successful outcomes and recommendations derived from the pilot groups, a Literacy Committee was instituted, comprising representatives from each faculty. Subsequently, a comprehensive school-wide implementation was initiated, facilitated by a tailored professional development session overseen by a faculty-appointed literacy champion.
