With the Learn@Home Program now into the third week of Term 3, I hope that you have developed a rhythm of routine to suit your family.

As we continue with remote learning, many parents are working with their girls and are gaining a glimpse into their daughter’s learning. From the outside looking in, it might seem a little confusing about how decisions are made, why groups are formed and how they are tracked, why teachers are not teaching things the way they used to be taught, and how teachers make decisions about the levels at which the girls are working that lead to End of Semester Report ratings. All of these questions are valid and highlight the highly complex nature of teaching. Over the next few weeks, I will attempt to explain the answers to some of these questions. It is our belief that our partnership with parents is strengthened when we all have a common understanding and working towards common goals with mutual respect.

The Australian Curriculum

The Australian Curriculum ‘describes to teachers, parents, students and others in the wider community what is to be taught and the quality of learning expected of young people as they progress through school.’ (ACARA) The Australian Curriculum is available for everyone to read and can be accessed using the following link: https://www.australiancurriculum.edu.au/f-10-curriculum/learning-areas/

The Australian Curriculum sets out the content and skills to be taught at each year level and the Achievement Standard sets out the expected standards for most students in this year level across Australia to reach in each subject. It is expected that most students will achieve a Demonstrating Level by the end of the year. Students achieving above the Demonstrating Level are working ‘beyond the standard’.

As an example, in Year 2, there are 16 descriptors in the Maths Achievement Standards. It is expected that most students in Year 2 across Australia will meet the Demonstrating standard by the end of the school year.

Achievement Standard Descriptor (One of sixteen descriptors)

‘Students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. (MKU2.1)’

At the Demonstrating level, students are asked to recognise increasing and decreasing number patterns counting in 2s, 3s, 5s and 10s and clearly explain how they worked out the sequence. By the Extending level, they must be able to analyse number patterns starting anywhere between 0 and 1000 counting using the previous numbers but also includes patterns counting in 25s and apply this knowledge in complex calculations and in problem solving.
The Junior School uses Progression Points to further tease out this descriptor. This Progression Points set out the progression of learning as students move from Emerging to Extending and the level of skill that must be evidenced to achieve these levels. Of particular importance are the verbs associated with each level. As the level moves beyond Demonstrating, the skill level and understanding needed to apply the skill is elevated. Progression Points

Across a year, many lessons will be taught to build girls’ knowledge and skill in this area of learning, as they progress towards the standard.

As we move through Term 3, teachers are working together with our Barbreck girls and our parents to enable learning in this landscape to be as smooth as possible. Our key focus for the Learn@Home program, is always to ensure our academic programs deliver a stability and structure in learning with a balance for social connection with their friends, particularly during this time of restriction.

The Barbreck family is a strong one, where we all continue to support and care for each other to assist the girls to prosper, build resilience and develop a strong sense of wellbeing.