Pedagogical Approach

Pedagogical Approach

GVS recognises that there is no one approach that will ensure the success of its students. It takes a team of dedicated and highly trained people working with shared values and adapting to the needs of each cohort of students, constantly gathering and responding to evidence of the impact of their work. GVS will implement all relevant Gonski Report Recommendations to make our school part of bringing Australia back into world-class rankings. However, there are some key structural approaches that make GVS a school unlike any other, and the clue is in the name.

Pilot Program Photos

The Global Component

  • All subjects will be interdisciplinary to allow students to cover the eight learning areas through current issues, projects and themes that they connect with. This approach is supported by evidenced practices including the International Baccalaureate and Montessori models.
  • Strong teaching differentiation and mean that students from different ages and ability levels will be able to access the same content at their level. For example, a student could be accessing one particular subject called ‘The Science of Sport’ from a year 8 science level and a year 10 PE level. Assessments and learning tasks would be designed along a continuum so that they can demonstrate their abilities at their level.
  • We will use online tools to assist in curriculum delivery and to map curriculum and ensure that all 8 learning areas are addressed sufficiently across each year and the 16 different subjects (4 per term).
  • The homeroom teacher will be trained in the Assessment for Teaching Model (Griffin, 2014) and will be highly skilled at differentiation and ongoing, formative assessment using a variety of current, evidenced based pedagogical approaches such as High Impact Teaching Strategies (HITS), supported by an ongoing engagement in the Framework for Improving Student Outcomes (FISO). Teachers will utilise HITS to deliver high quality teaching and learning, differentiating for the wide dichotomy of entry/exit points displayed by the students in the learning spaces.
  • Embedded and explicitly taught across the curriculum will be social and emotional skills, literacy and numeracy.
  • We will adopt online and ongoing reporting so that student progress is transparent to students, parents and teachers. Parents will be able to see their child’s progress and next steps at any given point in time to support their involvement outside of school hours. We will also hold student-led conferences each term for students to update their parents on their progress.

The Village Component

The Global

Learning Structure

Learning Structure