Our student-centred philosophy draws from a range of evidence-based research and pedagogies including contextual wellbeing, self-determination theory and gradual release of responsibility. There are a wide range of strategies that we will employ, in line with our philosophy, to assist our students.
- Small-By-Design: Each year level will have a maximum of 16 students. This will be a total of 64 students across Years 7-10.
- Individualised Learning Plans (ILPs): ILPs will be developed for each student that address social and emotional goals and incorporate specialised academic goals tailored to each student’s unique strengths and challenges.
- Flexible Learning Environment: Our flexible learning spaces will offer varied options and spaces to undertake individual and group learning. There will be options for quiet, individual study, and comfortable spaces for group work and class collaboration. A kitchen will be available for student use and learning opportunities.
- Fewer Teacher Changes: Each student will have only two teachers for their core subjects (HASS/English and Science/Maths) One of these teachers will also be their Pastoral Care teacher. Students will also have lessons with a trained specialist teachers for PE/Health, Arts, Technologies and an additional language. This will mean a total of four or five teachers for each student in any one term, enabling students to develop closer relationships with their teachers.
- Fewer Transitions: The day will be divided into three main sessions, and students will have the opportunity to take breaks within these sessions.
- Family Involvement: We will encourage carers to be active partners in the student’s education, sharing curriculum and goals, and soliciting input.
- Social and Emotional Integration: Social and emotional learning will be integrated into the academic curriculum. Academic subjects will have connections to real-life situations and social interactions to help students apply what they learn.
- Differentiated Instruction: We will provide adaptation of teaching materials, both physical and electronic, to accommodate different learning styles and paces, ensuring they align with the students’ ILPs. This will include employing the I Do, We Do, You Do (gradual release of responsibility) approach. A mix of teaching strategies will be employed, to support diverse learners.
- Collaborative Teamwork: There will be regular and ongoing collaboration between teachers and support staff, with input from students’ external support specialists (e.g. psychologists, occupational therapists), to create a cohesive support team that addresses both academic and social-emotional needs.
- Skilled and Valued Educators: All staff will be highly skilled and experienced in their fields, with additional training in adolescent mental health and social and emotional development. Attractive employment conditions will be offered, including a lower teaching load, as well as programmed planning and collaboration time during the school day. This will ensure our staff feel valued and appreciated, and have sufficient time and energy to devote to high-quality lesson preparation, reflection, and student interaction.
- Professional Development: Staff will keep up-to-date on educational practices and curriculum design, in line with the school’s philosophy, that benefit students with additional social and emotional needs. They will regularly attend workshops and training sessions focused on supporting students.