MIDDLE AND SENIOR SCHOOL
YEAR 7 TO YEAR 12
Curiosity is a doorway to powerful learning. Awakening and sustaining a habit of curiosity in students supports and sustains the inquiry focused model of learning at the heart of the Calvary learning journey.
Unleashing Potential for students in inviting them to be active participants in Exceptional Learning is made possible through educators who design learning using shared understandings of the teaching and leadership practices that offer for each child opportunity to learn effectively. Our objective is to set students on a journey to become exceptional lifelong learners.
What does Exceptional Learning look like?
How do we design and ensure such learning for each student?
What would it mean for every child to emerge from Year 12 an equipped, exceptional lifelong learner?
Mastery of curriculum content matters BUT development of learning skills matters more.
We design learning with a sharp focus on the progress each student makes in developing foundational learning skills.
These are fundamental to efficiency in any work place.
They are essential habits of thinking and operating in agile and flexible ways
They include attention to the development of character and dispositional traits such as the grit identified as vital to success in life.
As students mature, they become a naturalised way of operating.
Our learning skills framework ensures individual attention is paid to the development of a
suite of an increasingly sophisticated skills base which becomes intuitive. Lifelong learners eventually become unaware of the processes and strategies they draw on as they engage with new learning as well as the challenges and joys inevitable to living rich and influential lives.
Matthew Lipman "... arouse and guide curiosity. We need more stories and less facts...we need more dialogue and less transmission of knowledge, for it is through dialogue that we learn most; and we need more challenge and less instruction, since it is from challenge that one grows in body, mind and spirit." (Thinking in Education, 2003)