Year 9 Electives Presentation video

Year 10 Electives Presentation video

PAIRED YEAR GROUPS IN THE SENIOR SCHOOL Pairing years 7 – 8; 9 – 10; and 11 – 12 strengthens the development of targeted and age appropriate academic, wellbeing, leadership, sports, arts and service programmes. This supports our commitment to both Personalised Learning and Academic Achievement through designated, year-specific, senior staff. These staff are responsible for the day-to-day pastoral care, academic and wellbeing needs of individual students.

Inquiry in Years 7 – 8: Building understanding through knowledge and skills In Years 7 and 8 girls learn through a concept-based, inquiry driven framework. Expert subject-based knowledge and skills are framed around deep, transferable understandings and real-life situations. Students are engaged as active participants in their learning: content, skills and understandings are constructed, applied and refined as a group in the shared quest for “truth”. Learning is refined through a cycle of pre-testing, inquiry, feedback and reflection. Assessment is not just of learning, but also for learning and is recorded and presented to students and parents in such a way to maximise students’ ability to improve their performance.

Inquiry in Years 9 -10: Mastery of Content, Concepts and Skills In Years 9 and 10 girls learn in a concept-based, mastery-driven framework. Expert subject-based knowledge and skills are framed around deep, transferable understandings and real-life situations. Students are engaged as active participants in their learning: they select, seek out and master content, skills and understandings in the pursuit of excellence in their chosen fields and interests. Learning is refined through a cycle of formative assessment and knowledge/skills development. Assessment is not just of learning, but also for learning. Students are able to access course content and feedback in a way that gives them more control over their own learning. Feedback is recorded and presented to students and parents in such a way to maximise students’ ability to improve their performance, rather than simply acknowledging it.

Creative Arts

 

English

 

 

Food

 

 

 

Humanities

 

 

 

Languages

 

Mathematics

Physical and Health Education

 

Science

Technologies

The Arts