Teaching and Learning Framework

As a Catholic Christian Community, we educate all to live the gospel of Jesus Christ as successful, creative and confident, active and informed learners; empowered to shape and enrich our world. (BCE Learning Framework 2013).  In this way our students will embrace their mission to contribute to the common good and transformation of the world by being: 

  • Community Contributors
  • Leaders and Collaborators
  • Effective Communicators
  • Active Investigators
  • Designers and Creators
  • Quality Producers

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Education in a Catholic school “shall impart in the learner a zest for life, the courage to develop it, and desire by students to use and extend what they have”.  (Strategic Renewal Framework 2007 – 2011).  Siena aims to provide high quality learning and teaching that challenges and supports all students to develop their talents and abilities. With this comes the responsibility to provide appropriate opportunities which enable all students to access the curriculum, participate in the life of the school and to achieve curriculum outcomes.

Such a curriculum:

  • values all students for their uniqueness and their dignity as children of God
  • is creative and flexible in addressing the identified needs of students (and the staff/ community)
  • is high quality / high equity
  • caters for diversity
  • supports every student to achieve success and acknowledges and celebrates this success
  • promotes equality of opportunity
  • is holistic and offers co-curricular opportunities
  • is supported by a professional teaching community that values the needs of all students.

 

At Siena this is evidenced by:

  • a comprehensive flexible whole of school approach towards education underpinned by a positive acceptance and acknowledgement of the presence, needs and abilities of the diverse range of students by the wider school community
  • students feeling valued in a learning environment which challenges and supports them to both pursue excellence and develop a passion for lifelong learning
  • innovative and flexible programs and successful classroom practices across all subject areas which are designed to ensure all students are challenged and supported
  • the use of multiple criteria for identification of student’s abilities
  • student profiles which allow student achievement to be tracked and monitored
  • the regular evaluation of student programs and provisions
  • established partnerships between the school, parents and the wider community in supporting quality educational outcomes for students.

Fundamental to a Catholic school is the value of inclusiveness and the concept of Inclusive Education is embraced by Siena.  Inclusive Education by definition implies that the curriculum in all subjects involves a degree of differentiation so that each student experiences learning that are both challenging and supported.

The application of principles associated with the differentiation of the curriculum are applied within the context of the diverse student population a Catholic school supports.  The population includes students who may need adjustments to their learning because they:

  • have different learning styles
  • have learning difficulties
  • are students with a disability
  • are learning disabled
  • are marginalised - health, family background and run the risk of becoming disengaged from their schooling
  • are gifted
  • have English as a second language
  • have an indigenous Australian background

Siena has additional structures to assist with the needs of these students:

Students with Learning Difficulties or Disabilities are catered for by Learning Support and are strongly supported by Siena in terms of staffing and resources.  This reflects part of the BCE Vision of “exercising a preferential option for the poor and the marginalised”.

A set process exists for verifying which students are catered for in this area, involving medical diagnosis, enrolment support meetings, establishment of Individual Education Programming (IEPs) and EAPs – Education Adjustment Programmes, Staffing provision of a Learning Support Teacher and funded aides in BCE staffing schedules, and a BCE-based Curriculum Support Teacher (Inclusive Education) part of whose role is to work in this area.

A Learning Enhancement Program Leader's role has been established to identify, mentor and be an advocate for gifted students.  The College endeavours to cater for the needs of gifted students through identification, differentiation, and participation in co-curricular / extra-curricular opportunities.