Teaching and Learning Goals
Academic rigour is a high priority - and staff and students are accountable and supported to this end .
The St Paul's Catholic College Community is committed to the pursuit of personal best. The College staff both teaching and support, strive to provide a climate that fosters and promotes student academic growth and achievement. There exists a strong link between teachers and parents and an atmosphere of cooperation and support between the two.
Our teaching staff are highly qualified and they share a willingness to participate professional development that have a positive impact on the teaching and learning of the students. A significant proportion of our stage 6 teachers have extensive experience in HSC marking, others are called upon to be “judges” for aligning the marks from the HSC to the published standards, in addition are responsible for submitting questions for the inclusion in both Catholic and Independent Trial examinations.
To meet this aspect of our vision, the following goals have been developed as part of our strategic plan and articulate our desire to achieve academic excellence.
| · A policy on student learning is developed to ensure a whole-school approach to improving student academic achievement · A whole-school Literacy and Numeracy Plan is developed · A student mentoring system exists to enhance each student’s motivation and to monitor his academic performance and progress · A system exists for regular recognition and celebration of student academic performance · The annual goals for the whole-school Technology Plan are published and implemented · A review of the Policies for homework and assignments/ projects is undertaken · A policy exists to ensure minimal interruption to teaching time for senior students · An after-school hours program exists to provide the opportunity for students to study and access school learning facilities · Processes exist to ensure that teachers are supported in, and accountable for, the quality of their pedagogy · Opportunities are provided for staff to become increasingly conversant with Information, Communication and Learning Technologies and their pedagogical uses · Strategies exist to involve parents as active participants in their son’s learning |
