Faculty themes

Strategic directions

Faculty identified challenges/aspirations (2019)

Retention

Continuing 2019:

Stretching the A's > A+

Boys' achievement

Real-world approach

  • Links, connections

Transferability of Humanities skills

  • Geography
  • History - usefulness of skills in History and beyond

Gender diffs

Measuring formative learning - Geography

  • Skill development

Understanding the relevance and value of a subject

Critical thinking - analysing patterns

  • Source analysis in Geography

Communication

Engagement with flipped learning

Exam literacy - learning and performance mode

  • Productive failure

Worked examples - differences between A and B

Targeted teaching

Active learning

Learning partnerships

2019 data analysis

IB

SACE

Middle years

Economics

  • Determining the reasons behind the downward moderating of IA's
  • Paper request

How do we push high scoring 6's into 7's (Psych)

  • Paper request - what skill set is limiting achievement?

Enabling higher band achievement in IA (Psych)

Continuing critical evaluation of extended response questions, response planning and exam time management (Hist)

Critical thinking - finding ways to respond to challenging transfer questions

Shifting boys up a grade band (particularly C's)

Consistency in grades from internal to external assessment

Exam literacy; learning and performance mode in exams (Legal, Hist)

  • Can we get back exams??

Stretching students from their consistent level of achievement

Large between class differences

Fewer boys in the A-band

Stretching A-grade students - very high %'s of A's - how can we further challenge?

A focus on more active student inquiry into content and teacher checking for understanding

Fieldwork - more formative opportunities for planning, collecting and analysing; students co-constructing the IA

Shifting stubborn middle into B's

Reflective practice

Formative assessment and feedback: the cyclical process: what do students know (pre-testing) > what do they need to know next > how do we know if they've learned it > where to next...


  • learning mode
  • variety in checking for understanding
  • learning intentions

Feedback: formal and informal from students and colleagues

Moderation

Collaborative teaching

Experimenting: ready-aim-fire

Using VLE's to extend students

Practice of intended skills; application of skills

Pre and post data = where to next?

Determining 'what didn't work'

Cycles of feedback: student > teacher > teacher informing students of resultant changes and justification (teachers responding to feedback)

Knowing students

Productive failure; trust

Problem-solving

Authentic activities; real-world application

Providing learning strategies

Learning together

Effective questioning for deep learning

Near > far transfer

Reflective practice

Using data

Students purposefully collaborating

Co-ownership of learning

Applying learning

Thinking routines

Student agency and voice

Teacher in continuous cycles of reflection

Depersonalising practice

Learner readiness

VLE's to enhance pedagogy