Building Capacity
5B. Create a culture of continuous improvement by engaging staff in a wide range of professional learning and leadership experiences that provide growth and advancement opportunities.
- Foster a mindset of lifelong learning amongst staff to create a sense of purpose and pride in staff’s professional achievements and contributions to our community
- Stakeholder engaged:
- Staff
Staff who attended IBSC conference presented their highlights at Staff Day.
Allocation of time and role for three staff members with passion and skill in Technology: Brad Fuller, Luke Doran, and Andy Fong formed the Academic Digitial Engagement Team (ADEPT).
Internal Action research projects aligned with IBSC and school targets.
Peter Kurtz – Active learning
Literature review
Introduction
Active learning at its most basic level can be defined as “students’ efforts to actively construct their own knowledge,” (Australasian Survey of Student Engagement.) Research indicates that regularly incorporating active learning strategies significantly enhances the learning experiences of students (Freeman et al., 2014; Theobold et al., 2020.) Bridgeman (2021) notes that Freeman’s study identified that: students were 1.5 times more likely to fail in subjects with passive learning and lectures than active learning and that performance in assessments were improved by half a standard deviation in subjects that utilised active learning. In short, active learning produces better outcomes for students (Bridgeman, 2021).
Finally, Johnson (2006), in her survey of students’ learning preferences, noted that interactive games and problem-solving activities, collaborative group work and testing experiments were rated more favourably than reading activities, working alone or listening to the teacher. This reinforces the capacity of active learning strategies to boost engagement in the classroom.
Elaine Ho – Executive functioning
Literature Review
Introduction
Executive functioning [EF] refers to a set of cognitive processes essential for goal-directed behaviour, including working memory, cognitive flexibility, self-control, and planning (Diamond, 2013). In boys aged 10-12, these skills are crucial as they transition from childhood to adolescence, impacting academic performance, social interactions, and emotional regulation. This literature review synthesises recent research on executive functioning in boys aged 10-12.
Conclusion
Executive functioning is a critical area of development for boys aged 10-12, influencing academic success, social interactions, and emotional well-being. Recent research highlights the importance of targeted interventions, such as reflective journaling, to support the development of EF skills in this population. By understanding the factors that influence EF and implementing evidence-based strategies, educators and parents can better support boys in this crucial stage of development. This action research project aims to demonstrate the value of teaching EF skills explicitly, and combine explicit teaching with reflective journalling to improve the self-regulation and self-efficacy of primary students at St Augustine’s College.
Josie Curtis – Rapid recall
Literature Review
Introduction
Mathematics is a subject that frequently requires students to use prior knowledge to access new learning. Ideally, previously-learned skills are embedded in students’ long-term memory as part of their knowledge, so their working memory can focus on new learning. Unfortunately, the reality is often different and students’ acquisition of new knowledge is hindered by their inability to recall previous learning, with a cumulative effect. If students’ learning became embedded in their long-term memory, their ability to access and store new learning would improve, resulting in deeper learning, improved pace through programmes, confidence and higher achievement.
