Teaching and Learning
Teaching and Learning
Barker aims to foster within each student the development of the Christian faith in an Anglican context, while creating a teaching and learning environment in which they might learn by observing the consequences of their choices and which is conducive to the development of their individual gifts and capabilities to the greatest extent possible.
The School also aims to enable each student to grow into a confident, independent, well-rounded and mature young adults prepared for active and responsible participation as well as for service and leadership in the community.
Barker maintains a strong reputation for excellent academic outcomes through the deliberate cultivation of a culture to support individual student achievement. The teaching staff is committed to the School’s academic aims and objectives. Teachers work closely with students to support them in rising to the challenge in order to achieve their goals. Students are also expected to support one another in achieving their personal best.
The School embraces the New South Wales Education Standards’ Authority curriculum as well as the Teaching for Understanding framework (which emanates from the best-practice research from Project Zero at the Harvard Graduate School of Education) as the basis for developing a thinking culture to facilitate deepening of students’ understanding and relating learning experiences to real-life situations. As emerging research is developed and published, Barker continually adds new dimensions to this framework (Hattie, 2012).
Barker maintains a strong reputation for excellent academic outcomes through the deliberate cultivation of a culture to support individual student achievement.
The TFU Framework
The Four Parts of the Teaching for Understanding Framework:
1. Generative Topics – overarching concept
2. Understanding Goals – the main learning intentions
3. Performances of Understanding – how understanding is demonstrated
4. Ongoing Assessment – ongoing demonstration of knowledge, skills and application immersed in daily learning.
Developing Individual Capacity
What is developing intellectual character all about?
Rethinking intelligence – being aware that intelligence can be extended, nurtured and fostered through a growth mindset approach
Creating a culture of thinking in the classroom – encouraging students to reflect, deliberate and plan in strategic and reflective ways
Developing thinking routines in the classroom – actively cultivating ways of thinking and knowing