The first facet relates to individual responsibility. It is concerned with the personal or subjective position of the teacher, their expectations, their mindsets; who they are and aspire to be as people and the relationship between their personal and their professional understandings and identities. This must align with the philosophy of the school; our purposes for learning, our teaching and learning principles, our expectations regarding student development and welfare and our codes of conduct.
We need to prepare students “not just for a life of tests but for the test of life.” Professor Arthur Costa
As a Christian School, we adopt a biblical worldview in teaching and learning, which approaches specific concepts and issues by considering their related purpose, problem, possible solutions, and hope that is found in God. This approach is intentionally and explicitly core to the delivery of our curriculum and built into the structure of our lessons.
Pedagogy is a critical praxis of what we believe about learning and our students, shaping our learning environment and our learning practice. Our pedagogical approaches are woven together to foster an expectation and experience of Hope in our students and include considerations of Connection, Inclusion, Justice, and Voice.
This is expressed in teaching and learning by appreciating:
- that learning and knowledge acquisition is enhanced in relationship and in community;
- a posture of hospitality invites and welcomes all participants into the teaching and learning process as co-creators of knowledge and wisdom;
- engaging justice requires a reflective awareness of self in relation to the world and an understanding of social awareness and social responsibility; and
- student expression and engagement are enriched through dialogue.
These approaches build a positive and communal learning ethos where all learners feel that they belong and where students are actively invited into the learning process. Building a sense of connection and trust enables students to navigate personal and academic challenges with courage and confidence and welcomes students to express themselves and their understandings.
To support the learning domains of thinking and skills, knowledge, learner understandings, and the learning environment, the College pedagogy model explicitly builds learning habits and behaviours for learners that develop their capacities in resilience, resourcefulness, reflectiveness, reciprocity, resonance, and restoration.
#2 - Inclusion, equity and access to learning provision
The second facet deals with inclusion, equity and access to learning provision. It upholds a deep understanding and value of human dignity and social justice, which is demonstrated through each teacher’s individual approach to teaching and their teaching practice. Each teacher is considered a role model who inspires the valuing and enacting of social justice in their students through inclusive and differentiated practice, mediation, mercy, grace and love.
#3 - Social justice knowledge, understandings and skills
The third facet is a focus on increasing student capacities and capabilities in social justice knowledge, understandings and skills. This involves a high degree of intrapersonal understanding but goes beyond a personal awareness and reflection of moral and ethical behaviour to an understanding of social awareness and social responsibility. Developmentally appropriate opportunities are created to enhance the development of specific strategies that support students to engage in social justice in their immediate experience or in opportunities as they arise. Teachers instil in students an appreciation of the value of Christian living and government, inform them of social and political issues, beliefs and systems, and equip them to enact social change.
#4 - Opportunities to build self-efficacy and agency
The fourth facet is the purposeful inclusion of opportunities for students to build self-efficacy and agency and to engage in social action and social spaces. This allows students to understand who they are and who they want to be, to view social issues critically and morally and to enter into public spaces to promote Christian values and pro-social change. Teachers empower students to engage in issues that are important to them.
#5 - Collective responsibility, sustainability and wellbeing
The fifth facet is concerned with collective responsibility, sustainability and wellbeing – not just of the individuals that make up a community, but also the systems that they are a part of. This includes examining practices, resources, opportunities, challenges and strategic intent - and promoting an attitude of enduring accountability and respect.
