Passion & Learning – Six Inspiring Schools

Passion and Learning - Six Inspiring Schools

Six inspiring schools show how it is possible to create success for every student.

The ten-year Australian Learning Lecture series began with the theme of Joy and Data which explored the intersection between the joy of learning and the way in which we use data to measure, value and enable success.

Following the lecture, six digital classroom studies were produced to highlight how schools are using exciting new diagnostic tools and methods of measuring success. The studies showcase everyday life in a classroom with practical examples of the diverse ways of thinking about and using data to ensure each student is successful, confident and ready for the future. 

Download our publication Joy and Data: creating success for every student, to learn how to adopt the same models in your school by using the links and references at the end of each transcript.


Learning Maths can be joyful

Learn how Bacchus Marsh College in Victoria is using a data-driven teaching approach to enable students to grow and thrive in maths. In the video, teachers reveal how they have seen a significant change in student growth levels in maths, with many revealing a passion to learn better and more.  

See the program in practice:


Making learning visible reaps rewards

Learn how Hilltop Road Public School in Sydney is using Visible Learning strategies and Seesaw to have rich conversations about learning and build a deep culture of learning in their community. The story begins when looked at student learning and found that the students could tell us what they did, but they couldn’t tell us the learning behind it. Drawing on John Hattie’s work around Visible Learning, teachers worked with each student to set their own learning goals and becomes a critic of their own work.  

See the program in practice:


Using data to measure and improve students’ wellbeing

Learn how Mount Barker school in South Australia began using diagnostic tools to measure students’ wellbeing and the data reflects an improvement in student wellbeing. Within 18 months of implementing the Positive Education program, teachers saw a 7% improvement in reported wellbeing in every area.  Students have responded well to the program and report growth in the positive culture of the school. 

See the program in practice:


Problem-solving skills for life

Learn how Eltham High School drew on a collaborative solving assessment tool, created by The University of Melbourne, to help students develop essential skills such as problem-solving, communication and collaboration. The tool was introduced in 2014 to Year 7 students when teachers realised the school had no data to provide meaningful insights in these areas. Now, the school, through the ATC21S™ tool has tangible data which enables teachers to plan teaching which addresses each student’s needs.

See the program in practice:


Building critical skills at Rooty Hill High School

Learn how Rooty Hill High School in Sydney is using creative inquiry to enable students to develop the capabilities and dispositions they need for work and life. The school’s goal is for all graduates of the school to be effective employees, active global citizens and able to identify and build upon their own personal character strengths.  The school has mapped a trajectory for each student which takes them from entry level – where they have many skills to learn – to developing the habits and dispositions which set each student up for work, study and life.  Through the Critical Inquiry Cycle model, the school now has data to show the students are growing and achieving, with 80% of Year 10s achieving many of the Australian Curriculum Assessment and Reporting Authority (ACARA) capability benchmarks. 

See the program in practice:


The power of reading to equip students with work and life skills.

Learn how Taranganba State School in Queensland is using a reading strategy to build students’ love of reading, equipping them with essential skills for work and life.  Yet it is estimated that 10-16% of 5 to 16-year-olds in Australia have reading difficulties such as dyslexia or inadequate comprehension skills. This was the case at Taranganba where NAPLAN data showed that Year 3 Reading levels were below the State and National Mean.  The school developed the Taranganba Way of Reading and the impact was immediate. It allowed students to build a love of words, and to use their reading skills in other subject areas.  

See the program in practice:

 

“Learning is easy, when it’s fun. But you want to make sure that what you’re learning is accurate and will provide a good foundation for you to build future knowledge

Marita Cheng,

Founder, Robogals Global and 2012 Young Australian of the Year

Next Steps

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Learn more about how schools used Joy and Data to inspire their students. Watch these videos with colleagues or at special parent information nights. Watch Sir Michael Barber’s lecture.

Watch the lecture