Our Learning Journey

Our Learning Journey was written by teachers and students. It describes the way students learn and the active role they must take in their learning

We own our learning
As we become confident with how we learn, we take more and more responsibility to define who we are and what we want to achieve. This is enhanced by the opportunities we have, from early on, to select our own learning pathways. This enables us to excel in our learning, and pursue the things we are good at and enjoy. We grow into active and engaged learners.

We learn through challenge
We believe that learning is best when it is varied and achieves a range of outcomes. We acknowledge that not all learning has a visible, measurable or immediate outcome and as learners, we will go through experiences that develop our confidence, skills, help us acquire conceptual knowledge and enhance our character. The process of learning is not always linear, can be messy, yet we maintain a resilient, healthy and positive approach to the challenges of learning.

Our learning is authentic
Authentic learning aims to increase our awareness of the local and global community around us. Learning becomes more authentic when it is purposeful, relevant and solution focused and the boundary between school and community is dissolved. These aspects are integrated into the learning process in order for us to engage with real life situations and solve real world problems.

Our learning is connected
Learning has no borders and takes place everywhere. We establish connections between the different facets of our learning, and transfer and apply understandings and skills from context to context. We use the understanding from the knowledge we have remembered to apply to problems and situation in the future. We learn to thrive in conditions of complexity, uncertainty and opportunity.  We want to be critical and creative thinkers.

Our learning is social and individual
We thrive on a balance of working individually and in groups. We recognise our ability and capacity to make our own decisions about leading our own learning. Our learning is enhanced through engagement with others. For this, we are committed to be effective communicators and collaborative contributors across all aspects of our school life. We choose when to learn individually and when to learn collectively. These vital skills are explicitly taught, learned and practised.

We respect others through our learning
We strive to value and understand different contexts and perspectives in the world. We respect and embrace a variety of cultures as a reflection of our rich and common humanity. At the same time, we foster the critical and discerning formation of opinions, and we express ourselves in creative and thought-provoking ways. We learn to appreciate the implications of our actions and viewpoints, and to take responsibility for them.

We learn about the needs of our world
Being a responsible global citizen implies the need to create strong ties to relate to others who are distinctively different. We foster cohesion, collaboration and agreement to ensure the wellbeing and sustainability of our planet and everything on it.

We believe in the value of childhood
We believe that childhood is an integral part of a person’s life and not just a preparation for adulthood. Therefore we respect the wellbeing of all students and it is everybody’s business to make sure they feel safe, secure and validated. We endorse the idea of ‘living in the moment’. Education, school and childhood should be engaging, formative, inspiring and fun.

 

 

 

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