Personalisation

Visible and valued: a 'stage not age' approach

At All Saints’ College, we strive to ensure every community member feels visible and valued: known and appreciated for who they are - their skills, talents, passions and aspirations. As a result, we support the notion of a ‘stage not age’ approach to young people’s learning: students are neither held back from progressing their learning merely because of age, nor forced ahead at an inappropriate pace. Rather, All Saints' students are given the opportunity to exercise choice according to their skills and talents, passions and aspirations.

While recognising the various requirements of a mandated curriculum, at All Saints’ we see the personalisation of learning as a moral imperative that addresses the academic and wellbeing needs of each young person, giving them choice, voice and agency by encouraging them to be the co-designers of their learning.

Such personalisation of learning commences at the start of each child’s journey at our College. In the Early Learning Centre, our staff are trained to see and respond to the whole child - their interests, abilities and unique nature.

We tailor the program based on the interests of our young people and collect the responses and observable data from students for future planning. By truly listening to our students, and using routines to make visible their thinking, staff gain the insight necessary to help personalise our students’ learning journey at the College.

A ‘personalisable’ approach (which sees the student actively engaged in the personalisation process) is not only critical for academic reasons, but also for wellbeing reasons as students are empowered to have choice, are engaged, and achieve success – a far cry from the disengagement that can so often result from a ‘lock-step’ education system.

In the Senior School, flexible timetabling is another tool that helps us meet the needs of students who require extension, acceleration or just a different kind of program.

And such an approach is firmly-rooted in vast tracts of research. The most recent Gonski Report, for instance, emphasises the fact that developing ways to personalise learning for students so that they can work at, and achieve, their personal best while at school will feature in ‘future schools’.

Many define ‘pedagogy’ as ‘the method and practice of teaching’. At All Saints’ College (ASC), however, it means more than this.

At ASC, we recognise that interconnectedness and relationships are at the heart of all we do.


“…Pedagogy includes the relational and the cultural
– how people come to relate to each other and to the information,
knowledge and wisdom exchanged among them all. In other words,
it evokes the ‘why’ of the desired classroom culture as well as the ‘how’
it is experienced on a daily basis by students and teachers alike.”- David lusted, why pedagogy?

 

As a College aiming to cater for the learning needs of each individual student, therefore, we strive to:

  • create structures that support personalised learning pathways;
  • develop our Generative Education pedagogies that support the holistic development of individuals in all dimensions of learning;
  • develop models for using blended learning/online learning;
  • ensure our framework has, at its heart, the experience of students as learners, co-designers and agents;
  • support our staff in their work as teams to create centres for excellence for staff and students.

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