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CURRICULUM
Personal Learning Program
Overview
Accelerated Learning
Accelerated Learning is an important component of learning programs for relevant students. Given suitable skills and needs it is possible for a student to complete their studies in less than six years at Emmanuel. However, in almost all cases, students benefit from completing six years of secondary schooling to best allow for their personal, social and psychological development and to maximize their ENTER score for University entrance. Once students at any year level who may benefit from accelerated learning are identified parents are contacted regarding possible options. Learning progress, assessment data and feedback from parents and teachers all play a part in this identification process.
At Year 8 suitable students are invited to enrol in the two year Stairways Program which builds on work done in the Enrichment Studies Program. Enrichment units in different Key Learning Areas may also be selected as part of their Year 8 and 9programs. Where appropriate a Year 9 student may also select VCE units. In Year 10 a range of VCE and Vocational Education and Training units are offered. Suitable students may also select to study a 3/4 sequence. In Year 11 students may also select 3/4 sequences and then continue on to commence University subjects while completing Year 12.
Assessment for Learning
An important part of each student’s personal learning program is the use of assessment feedback from class work, tests and assignments by the student, parents and teacher in identifying progress and areas requiring further work. Termly reports assist in this process.
The College contracts the Australian Council for Educational Research (ACER) to analyse end of semester results for each class. Teachers and administration interpret this data regarding the learning progress of each student and design strategies aimed at improved student performance.
Habits of Mind
To be successful, now and in the future, each student needs problem-solving abilities, including good organizational skills, the ability to persevere, emotional intelligence and being able to work in a team. Developing these Habits of Mind as part of the teaching-learning process helps each student develop the personal learning skills required by intelligent people when they are confronted with problems. Cooperative learning strategies also contribute to this process.
Personal Learning Skills
The college is working with Dr Clinton Golding from the University of Melbourne in developing the Thinking School dimension of the college. This involves teaching and learning strategies that aim for both a deep understanding by students of material covered and a growing capacity in students for independent learning. In learning how to think and learn students build their personal learning skills, enhancing progress in their personal learning program.
Multiple Intelligences
In developing student personal learning programs it is recognised that each person has strengths and challenge areas across their set of intelligences. Teaching-learning programs are designed to provide opportunities for all learning preferences: active, visual, logical, verbal etc. Such opportunities are also aimed at ‘stretching’ each student in their non-preferred areas building increased strength across their intelligence set and in their learning progress.
Personal Best Achievement
Quality is never an accident. It is always the result of high intention, sincere effort, intelligent direction and skilful execution. It represents the wise choice of many alternatives.
Excellence is a way of life based on constant improvement and steady progress. It is important to develop each individual student’s appreciation of the significance of life to themselves and to others. Encouragement and recognition of achievement are important parts of this process.
Growth through the visual and performing arts
Student growth and learning is enhanced through involvement in the visual and performing arts. These studies emphasise creative expression and both verbal and bodily communication. Through dance movement, drama, performance, and visual artistic expression students learn more about themselves and the emotional and social dimension of their lives.
Opportunities in Sport
Through sport and physical education students develop physical fitness and coordination skills, the ability to cooperate in a team, self discipline, perseverance, resilience in difficulty and grace in victory.
They experience the exhilaration of physical achievement and establish a platform for positive recreational involvement beyond their school days. Gifted students are able to pursue pathways into elite sporting involvement.
A safe and secure environment
Young people do not like to be yelled at by adults. They do appreciate being respected and treated fairly. They expect that their school will enforce rules and challenge them if they do not live up to expectations. They also expect to feel happy and valued and that their school will ensure a safe and secure environment in which to pursue their growth and learning. They require positive relationships with their teachers, patience and understanding when they make a mistake and the knowledge that their school cares about them.
School organisation
The school day is organised with four 80 minute periods to allow a calmer and les fragmented college climate. This also allows for more creative and engaging lessons leading to excellent learning outcomes.
Celebrating achievement
Gatherings such as level and college assemblies allow for recognition of student achievement, as does the "Student of the Week" program. Achieving success, and being recognised for it, is an important experience for every student at Emmanuel College.
Catholic ethos
The ethos of a Catholic school allows for an environment in which each student is treated with dignity and respect and in which the growth of the whole person, psychological, social, emotional, physical, spiritual and academic is fostered.
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