Learning and teaching in Sandhurst schools are two parts of the same action designed to ignite the ‘spark of the divine’  in each child and assist every student in our care to flourish.

Sandhurst schools engage in continuous improvement in order to meet the needs of their students.

The critical and informed search for truth, together with a deep, contemporary understanding of faith will energize in our students a rich appreciation of the mystery of life and their place in it.

Parents/carers are the first educators and when they enrol their children in our schools we are entrusted with a sacred privilege.

In authentic partnerships with parents/carers, students, and staff, quality learning and teaching become a collaborative activity. 

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Deep, rich, engaging and liberating

At the very heart of Catholic education in Sandhurst is a commitment that students experience a sense of inclusion that is respectful of their giftedness, spirituality, preferences, abilities, needs, cultures and contexts.

Our students will experience learning and teaching that is deep, rich, engaging and liberating; and offered opportunities that are explicitly planned, enacted and experienced across school life.

The encouragement of deep thinking, inquiry and questioning in students helps to form in them a love for learning throughout their lives, and enhances their capacity to envisage and create preferred futures.

Our schools actively engage students in their own learning and scaffold a growing sense of self-responsibility and accountability. Students are encouraged to take risks as they move from dependence, to independence and interdependence as learners. 

Learners are engaged with the intellectual, ethical and spiritual richness of the Catholic tradition through the Religious Education domain which is the distinctive feature of curriculum in a Catholic school. Religious Education is a ‘process of searching which engages the whole person, giving meaning to, and purpose for, our human existence’.  It invites students and teachers to ‘meet, experience and develop a relationship with a loving God in the journey of life’. 

  

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Responsive to students' needs

As facilitators of learning, teachers provide opportunities, experiences and guidance for students to learn in powerful ways.

We acknowledge the complexity of teacher-student relationships as a critical indicator of school based achievement. 

Action research by teachers ensures that learning and teaching remain responsive to students’ diverse needs. 

Each local school community has inherited and in turn leaves a legacy.

As Australians we acknowledge the first custodians of this land and as part of the mission of Catholic schools we include Aboriginal perspectives across the curriculum. Our school communities commit to the reconciliation of all Australians.

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Supporting the learning journey

The initial enrolment interview for a child provides the first opportunity for the Principal or delegate to understand the needs of the student.

Class placement, teacher allocation and student support systems are considered early in the childrens' school life in order to maximize their success.

Particular care is taken with decision making at transition from one year level to another; or one level of schooling to another.

If student development, progress and achievement are not meeting expectations, teachers and schools intervene to support students. Such decisions are made within the Response to Intervention Framework  (see below), which nominates three levels of response to student progress:

Universal Monitoring - approximately 80% of students

Strategic Monitoring - approximately 15% of students

Intensive Monitoring - approximately 5% of students.

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Effective support for learning

Effective approaches to intervention demand a proactive approach to designing and accessing appropriate support for student learning and for engaging parents as partners in their child’s learning.

Whole school approaches to early screening, identification of student learning needs, development of appropriate individual learning plans and access to research-based intervention strategies provide the basis for effective support for student learning. These plans are documented and appropriately resourced with staffing, physical resources, facilities and equipment. Roles and responsibilities of teachers, specialist staff and support staff are clearly articulated.

Schools are encouraged to access specialist support through other agencies to develop better understanding of student learning needs and engage in collaborative planning. Planning that is inclusive of teachers, professional service providers, parents, carers, and students themselves will promote significant and demonstrable improvement in learning outcomes for students with identified needs.

Establishing partnerships with other educational bodies and community groups, businesses and organisations will also enable schools to provide rich pathways for students throughout their learning journey.

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