Our Beliefs About Teaching and Learning
Teaching and learning is at the heart of our purpose at Melville Senior High School. As the school of choice for our local and wider community, our staff provide students with the opportunity to excel in a learning and teaching environment that is engaging, dynamic and purposeful.
In Middle School the Curriculum Framework, Scope and Sequence documents and the Australian Curriculum guide the development, delivery and sequencing of learning experiences for students. Teachers use these frameworks to plan effective and engaging teaching and learning programs. The Principles of Teaching, Learning and Assessment guide school planning and classroom practice. These principles and practices are reflected in our beliefs about teaching and learning. In the senior years of schooling, curriculum and learning programs are designed around WACE course options and support students to achieve success in their chosen academic and vocational pathways. In all years, students are supported in their learning through the timely issue and continual reference to high quality Course Outlines and Assessment Programs.
Teaching and learning programs are designed around our vision of “a distinctive, comprehensive education with strong academic and vocational pathways” and are enriched and enhanced through the specialist programs on offer and the partnerships we have forged with local universities, polytechnics, training providers and employer groups.
Teachers at Melville SHS are committed to the creation of a teaching and learning environment that supports all students to: engage in their learning; become confident, innovative and successful learners and achieve to their potential. We have developed a preferred approach to teaching and learning that supports all students to meet the challenges of the future.
Our preferred approach to teaching and learning practice is founded on the following:
- All students can achieve success.
- All students can be motivated with a desire to learn and, as they develop, can become responsible for their learning.
- All staff work to support students to become confident, innovative and successful learners.
- Staff address the needs of all students.
- Teachers use a range of identified and stimulating learning and teaching strategies that accommodate the different learning styles of students and provide engagement, variety and motivation for students.
- Teaching, learning and assessment is connected to the real world (i.e. ‘authentic’) to enable students to make meaning of knowledge, skills and understandings.
- Learning activities focus on the processes of enquiry, experimentation, practise, discovery, problem solving, repetition, reinforcement, investigation and research.
- Learning is scaffolded to enable students to build on previous knowledge, create new knowledge and independently apply skills and understandings.
- Teachers support students to work independently and collaboratively to achieve learning outcomes.
- Student learning is regularly monitored and purposeful feedback is provided to students and parents/caregivers.
- Students develop the capacity for self-reflection and self-evaluation.
- Positive relationships are developed between students and staff and this relationship is characterised by mutual respect, honesty, support, encouragement and acceptance.
- Staff work to create a safe, valued and supportive learning environment for all students.
- Teachers are role models and guides for learning and achievement who listen, encourage and are accepting of students at each phase of development.
- Teachers use positive reinforcement that provides students with praise, encouragement and constructive feedback.
- Expectations of academic rigour and high standards of student performance and conduct are held by all staff and students.
- Teachers reflect on their classroom ‘strategies and tactics’ with the aim of evaluating and improving student achievement.
- Teachers have high expectations of positive behaviour and help students to achieve these expectations.