Home' Independence : Independence Vol 40 No 2 Oct 2015 Contents 28 INDEPENDENCE VOL 40 NO 2 OCTOBER 2015
Initial implementation of the Academic
Care at Gippsland Grammar model
began in 2015, with communication to
the entire community through a glossy
brochure and information sessions. Our
School goals for 2015 were taken directly
from the Academic Care document and
reflected a desire to further develop in
selected areas of the model.
The model was strongly influenced
by the work of John Hattie and the
Visible Learning team, and the Visible
Learning program has become the
vehicle for its implementation.
Executive, Heads of Departments
and Junior School leaders have been
developing an action plan under the
guidance of Visible Learning Plus.
All of our academic staff completed
the Foundation Workbook and the
leadership team has since completed
the Evidence into Action days. The
action plan that we are currently
developing will form our goals and
strategic direction in 2016 and beyond.
The final version of our educational
model sets clear expectations for
teachers, it drives our goal setting
and school improvement plan and it
clearly articulates to our community
what is important to us as a School. It
informs the language of learning in our
School and provides the direction that
is so important in a complex and often
confusing school environment. Most
importantly, it is a constant reminder
of our core business – the business of
learning and student achievement.
1 Further information about the
application of ISV’s LEAD school data
collection and analysis model can be
found in Independence, 34(2):50-55 .
Nadge AJ (2005) Academic care: Building
resilience, building futures. Pastoral Care in
3 Further information on Visible Learning
is available at www.visible-learning.org
· The Australian Curriculum provides
our curriculum framework.
· Teachers access a planned
curriculum which is fully mapped,
current and dynamic.
· A variety of programs and support
structures meet diverse student
· Learning opportunities enable
students to connect to virtual and
real world situations and
· Students have service opportunities
and collaborate to make a difference
in both local and global contexts.
· Well-defined assessment practices
· Teachers analyse quantitative and
qualitative data to monitor student
achievement, progress and
connectedness and to inform their
· An engaging, stimulating,
challenging and diverse variety of
co-curricular opportunities is
TEACHING AND LEARNING
· We provide engaging and stimulating
classroom environments where our
students feel safe and willing to take
risks in their learning.
· Our classrooms are places where our
students can succeed and there is an
understanding between our students
and teachers of what success looks
· Learning is paramount and strategies
are developed to intervene, extend or
encourage our students to achieve
· Our teachers demonstrate expertise
and lead our students to develop
their own understandings, skills and
· Students benefit from effective and
frequent feedback from their
teachers, peers and others.
· Learning is challenging and our
students are supported to become
resilient and persistent learners.
· Our classrooms are places where
learning can be collaborative,
creative and fun.
· Our teachers use contemporary
Information & Communication
Technologies to enhance teaching
and learning and to promote
flexibility and independence.
· The inextricable connection
between wellbeing and learning is
evident in everything we do.
· Students feel safe and supported by
· Our students learn in a calm and
· There are clear and consistent
behavioural and learning
expectations made explicit to all
· Behaviours and relationships are
managed in a restorative way.
· Relationships are respectful and
characterised by positive dialogue
and active listening.
· Teachers know their students, and
use positive education strategies in
the classroom and beyond.
· A growth mindset is evident in all
aspects of School life.
· Students learn in spaces which
reflect the enjoyment and value of
· A personal development program is
explicit and based around the core
pillars of Wellness, Achievement,
Relationships and Community
ACADEMIC CARE AT GIPPSLAND GRAMMAR
THE MODEL FOR A GREAT SCHOOL
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