Learning & Teaching

Teaching and Learning

In Catholic schools learning and the emphasis on the growth and well-being of the whole person is paramount. The Catholic school is privileged and obliged to develop the spiritual dimension of the human person.       

 The purpose of all learning in Catholic schools is both for the good of the individual person and the common good, leading to authentic transformations of persons and society as a whole. The interrelatedness of human knowledge means that all learning areas explicitly or implicitly teach about God and religious values or questions. Hence Catholic schools need to help students reflect critically on the contribution religious understandings can make within each learning area.

Continuing the Adventure: Bishop Hanna’s Mandate to all involved in Catholic Schools in the Diocese of Wagga Wagga

In Cultures built to last (2013), Richard DuFour and Michael Fullan identified three big ideas and 4 critical questions that are evident and asked in improving schools around the world. I think they provide the simplest, clearest message possible: I hope you agree and look for evidence of them in our College.

3 big ideas

  1. A relentless focus on learning for all students.
  2. A collaborative culture and collective effort to support student and adult learning.
  3. A results orientation to improve practice and drive continuous improvement.

4 critical questions

  1. What is it we want our students to learn?
  2. How will we know if each student is learning?
  3. How will we respond when some of our students do not learn?
  4. How will we enrich and extend the learning for students who are already proficient?

They also identify 6 characteristics of professional community, attributes shared by those who lead the learning in schools with a focus on improving student learning outcomes:

  1. Shared purpose, direction, commitment and goals, all focused on student learning.
  2. A collaborative culture with a focus on learning.
  3. Collective inquiry into current practice and preferred practice.
  4. A bias for action and learning by doing.
  5. A commitment to continuous improvement.
  6. A results orientation.

KLA Coordinators are responsible for providing authoritive, instructional leadership in the subject areas. They focus first on developing a team of teachers and support staff who work together to improve student learning. Each KLA has an improvement agenda, aligned with the College Annual Plan, that seeks improved learning for all students and staff.

Please explore KLA pages for illustrations of learning, teaching and opportunity in the subject areas.