Teachers understand how students learn, how a deep knowledge of the content that they teach and an ambition of success for every learner.  Engagement of students requires us to balance this knowledge and understanding with a high measure of relevance to the learner.

Active collaboration to plan, design and assess learning

This school has in place Learning Mentors for Year 7 and 8 students and a Formative Practice model of learning sees students engaged and actively collaborating with teachers to plan, design and assess their learning, creating a focus on deep thinking and enhanced learning outcomes. The Chinese teacher filmed for this exemplar sought to use a range of strategies to enhance her teaching of, and students’ learning of, Chinese. Through the innovative use of ICT, in combination with strategic use of formative assessment and informative student feedback, students have developed confidence in their Chinese Language learning ability which has had a positive impact on their learning outcomes and enthusiasm for continuing with their study of Chinese.

Strategies to facilitate transition and enhance language learning

This school has implemented strategies to facilitate transition and enhance student learning of Japanese through a number of innovations including the establishment of an advanced stream in year 7 for students who have studied Japanese at primary school. They have recognised that language learning is a life-long process and needs sustained learning during schooling. In addition, by being strategic in the way they staff the program the Japanese teachers are able to work together to plan and implement the curriculum. They also support students continuity of learning with staff teaching in both Junior and Senior school. These initiatives have resulted in improvements in retention of students choosing to continue their study of Japanese from Junior school into Senior school.