New Age of Education
The current model of education was designed for an ‘Industrial Age’, where success comes from being able to
do well what you were taught to do. In that model, learning is based on linearity, conformity and compliance.
Students sit at desks, facing the front while the teacher instructs, explains and sets assignments.
Curriculum is a body of materials to be learned, arranged in various subjects, taught by different teachers.
The school day is divided into blocks in a repetitive weekly schedule.
Students are typically organised into separate year groups, determined by date of birth.
At Sacred Heart, we are preparing our students for a ‘Knowledge Age’, where success depends on being able to do well what you were not taught to do.
(Seymour Papert)
This new world environment is characterised by:
Smart Learning Problem
Solving
Smart thinking
Critical thinking, communication and interpersonal skills
Smart doing
Developing an entrepreneurial mindset
The Challenge and our Goal
Wave 1
2017 / SEMESTER 01
The Bradbury Club was developed as a unique collaborative group of students, staff, academics and industry professionals performing long-term, problem-solving projects that benefit the community.
2017 / SEMESTER 01
Deakin University
2017 / SEMESTER 01
Opening of The Court Precinct Stage 1
2017 / SEMESTER 01
Year 9 Personalised programs based on student choice, introduction of Self-directed Learning and the IBMYP Personal Project.
2018 / SEMESTER 01
Pitch Perfect (IDEAS/ Entrepreneurial Thinking), CSI Forensics (STEAM) and VCAL Integration
2018 / SEMESTER 01
Banished (History Course), To Catch a Killer (Legal Studies Course) and CLIL (Languages)
2018 / SEMESTER 01
Studiosity on demand (after-hours learning experts)
2018 / SEMESTER 01
AusNet Services, CompNow and Southern Piling Works
2018 / SEMESTER 02
Years 8–12 students encouraged to personalise their 2019 learning programs, increased uptake of self-directed learning
2018 / SEMESTER 02
Years 8–12 students encouraged to personalise their 2019 learning programs, increased uptake of self-directed learning
2018 / SEMESTER 02
2018 / SEMESTER 02
The Court Precinct: Stage 2 Makerspace, Personal Projects
Wave 3
2019 / SEMESTER 01
iTinker (Design / Entrepreneurial Thinking)
iArt (Design / Entrepreneurial Thinking)
CSI Forensics and To Catch a Killer (STEAM)
Antipodeans - Global Immersion Program (Mercy Works)
Cafe Culture (Mercy Works)
2019 / SEMESTER 01
Maths Pathway, PA40+ (PE alternative), Product Design: Wood, Big Issues (RE), Religion through Art (RE), Page to Stage (The Arts)
2019 / SEMESTER 01
Personalised learning (embedded in current Year 8 program)
2019 / SEMESTER 02
Learning Framework Teams, Project Teams, Learning Sprints
2019 / SEMESTER 01
2019 / SEMESTER 01
Incorporated units of work
2019 / SEMESTER 01
Teaching itself as a factor that builds student wellbeing
Wave 4
2019 / SEMESTER 02
STEM Professionals in Schools Program (CSIRO), Faulty Arguments, Communities Helping Communities
2019 / SEMESTER 02
Digital Citizenship Course
2019 / SEMESTER 02
Investigating Connect Time and Coaching conversations
2019 / SEMESTER 02
Investigating Connect Time and Coaching conversations
Implementation of new Student Leadership structure and election process
2019 / SEMESTER 02
Development of Leadership positions continued
Appointment of industry experts to oversee Makerspace
2019 / SEMESTER 02
Staff completed character strengths and emotional intelligence modules
2019 / SEMESTER 02
Completion of The Court Precinct – Final Stage and Landscaping
2019 / SEMESTER 02
Embedded Placement Geelong program for pre-service teachers (ACU) and Healthy Food Charter (Deakin)
2019 / SEMESTER 02
Development of The Hallmarks of a Sacred Heart College Experience
2019 / SEMESTER 02
Maths Academic Parent Teacher Teams (Year 7)
2019 / SEMESTER 02
Stage 5 Sports and Wellness Centre Town Planning
2019 / SEMESTER 02
Student Leadership Team redeveloped to align with a vertical structure and positions opened to all students regardless of age (except for the three College Captains who will stay Year 12)
2020 / SEMESTER 01
Immersion / Transdisciplinary Unit – A Spanish Pilgimage, The Camino Way: A transdisciplinary
unit focused on Church history, building physical fitness and leadership skills
2020 / SEMESTER 01
SHC utilised our robust ICT infrastructure to deliver online learning
2020 / SEMESTER 01
Bringing together the specific student support services to create the Inclusion and Diversity network
2020 / SEMESTER 01
Working party established, request for Services brief created, tender submissions received
2020 / SEMESTER 02
Diverse learning opportunities that enable students to design a personalised learning program
2020 / SEMESTER 02
EAL Advocacy Team established to further develop programs and resources and work together with families from culturally-diverse backgrounds and promote enrolment at the College
2020 / SEMESTER 02
College Hygiene Team, Daily Organisation Team, Family Crisis Team, Mercy Outreach Team and Wellbeing Team
2020 / SEMESTER 02
Working party established, request for Services brief created, tender submissions received
2020 / SEMESTER 02
A skills-based unit which explores psychology behind public speaking in order to develop, practice and implement the skills of public speaking and debating and to use modern tools to create persuasive presentations.
2020 / SEMESTER 02
Two periods face-to-face, two periods self-directed learning
2020 / SEMESTER 02
Approval received from the Mercy Education Board, Project Team established and Project Brief prepared
2020 / SEMESTER 02
Implementation of a framework to design learning that creates high expectations for all learners and engages them in the learning process
2020 / SEMESTER 02
A means of mapping skill development
2020 / SEMESTER 02
Innovation and Networking Facilitator, Learning Design Facilitators
Wave 5
2021 / SEMESTER 01
Launched at the Maguire Celebrations 2021 with key strategic priorities: Living the Sacred Heart Way, Clever and Creative Learning, Culture of Wellness and Care for our Common Home
2021 / SEMESTER 01
Maintaining Excellence
2021 / SEMESTER 01
Town Planning approval
2021 / SEMESTER 02
Pilot program to offer Year 11 students the opportunity to spend five days in a mentored work placement role with a local business. Following their placement, they will be assigned a female business mentor who acts a contact point throughout their Year 12 and beyond
2021 / SEMESTER 02
In 2019 we began Stage 1 and in 2022 we will move to a full Vertical House Structure. The key focus of Stage 2 is developing high-quality learning relationships that enhance the engagement of students, staff and families in the learning journey of each student.
2021 / SEMESTER 02
In partnership with Phoria – a world leader in immersive technology using cutting-edge Virtual, Augmented and Mixed Reality (VR/AR/MR/XR) technologies – we are creating training workshops and innovation developments for our students to take part in.
2021 / SEMESTER 02
Developed and aligned to resource smart school
2021 / SEMESTER 02
Partnership with Deakin - financial support and pathway for IDEP students, community sponsorship of IDEP students via scholarships
2021 / SEMESTER 02
Design a school schedule that supports deep learning and visible wellbeing, and provides for flipped learning, direct instruction and time mastery - for implementation in 2023
2021 / SEMESTER 02
New positions created - Koorie Educator and Faith Animation Leader
2022 / SEMESTER 01
LifeChanger Partnership, Skodel Weekly Check-ins and Wellbeing Plans, Coaching Conversations, Reignited Respectful Relationships Action Plan
2022 / SEMESTER 01
2022 / SEMESTER 02
Partnered with MACS to develop Cultural Journals
2022 / SEMESTER 02
2022 / SEMESTER 02
Partnership with Deakin on the Women in Construction program.
The ‘Build a Shed’ program is aimed at highlighting the exciting possibility of a career in the field of construction. The project also acknowledges an initiative of Deakin’s School of Architecture and Built Environment - to increase gender representation in male-dominated professions.
A shed was constructed in five days by an amazing team of students and guided by industry leaders from Deakin University, Australian Institute of Built Environment, Australian Institute of Building and the Gordon.
2022 / SEMESTER 02
2022 / SEMESTER 02
Delivery of VCE Physics remotely to students in rural schools
2022 / SEMESTER 02
Pedagogical Coaches (5)
Deputy Principal - Pedagogy, Learning Design and Innovation
Deputy Principal - Student Engagement, Development and Empowerment
2022 / SEMESTER 02
Established with Bionic Institute, VIVA Energy and Mindshop Excellence
2022 / SEMESTER 02
2023 / SEMESTER 01
Further research, advice from industry experts
The Design Futures Lab
(formerly The Bradbury Club) (STEAM)
The Design Futures Lab is a unique collaborative group of students, staff, academics and industry professionals that perform engaging, open-ended, real-world projects.
The projects performed by The Design Futures Lab are ambitious, long-term and meaningful: something for students to ‘get their teeth stuck into’. They are well beyond the scope of normal classrooms, allowing students and staff to venture into the unknown, make real discoveries, learn from failures and contribute to society in meaningful ways. Importantly, the projects develop skills and attributes that are highly valued in modern workplaces, including problem-solving skills, data analysis, interdisciplinary collaboration, perseverance and a solution-focused attitude.
IDEAS Group (Entrepreneurial Learning)
Common Learning after which students choose one of the following projects:
The Upstart Challenge
An entrepreneurial program and business ideas competition for Secondary school students aimed at building an entrepreneurial culture and fostering strong relationships between students, educators, industry and the community.
Upstart builds skills and experience to help our young people make their mark in the new economy. These skills include problem-solving skills, business planning, teamwork, networking, public speaking, and resilience to failure. Upstart encourages students to be creative and innovative.
Tournament of Minds
An international competition. It offers a range of creative opportunities to extend student thinking. Working on challenges encourages the development of positive learner behaviours such as persistence, risk-taking and problem-solving. Students are challenged to be open to ambiguity, to tolerate difference and to value a sense of the ridiculous.
Each of the four challenge areas encourage investigation into literature, engineering, mathematics, information communication technology or the humanities. A range of deeper thinking and collaborative learning skills can be developed using the challenge framework. Students can also display particular talents in the Arts.
Mixed Mentor Groups
To aid student development the Mixed Mentor Group Pilot was established in Semester 2, 2017 as a trial model of pastoral care comprising of cross-age student volunteers from Years 7-12.
The model seeks to support student development by reimagining the ways in which students can develop community without the limitations of age and link with significant adults who can support their learning, social and spiritual development.
Informed by Steve Biddulph research into what girls need most this model focuses on four areas identified in his work:
Spark – identifying and igniting it, keeping it alive
Aunties – the role of significant adult women
Dads and Daughters – the role of significant adult men
Spirit – fostering spirituality.
House System
The learnings from our pilot Mixed Mentor groups has enabled SHC to structure homerooms according to Houses.
The House System aims to create smaller ‘schools within schools’ bringing students and staff together with a common purpose or interest (House identity and pride).
Students are grouped vertically in Mentor Groups (Year 8- 9 or Year 10-12s) and stay with their group and Mentor teacher for a number of consecutive years, building ‘safe’ supportive mentoring relationships. Cross-age interaction of students within the Mentor Group and House system also creates the opportunity for peer mentoring between students, enhancing the confidence and leadership skills of our young people.
The Student Development Coordinator of the House works with the same students and families during their time at SHC, enhancing relationships between the school and parents.
Learner Dispositions
In order to further support student development and to enhance and complement wellness for learning, encourage a growth mindset and expose students to learning by failing, teams of staff have worked on identifying and describing the dispositions that, when developed, enable students to be highly capable learners.
Working together with Dr Adrian Bertolini - Director of Learning at Intuyu Consulting, 10 Dispositions have been identified and four have been placed on a continuum and are ready to be incorporated into the 2019/2020 learning program.
The 10 dispositions, along with the Mercy Values have become the Hallmarks of an SHC Student.
Master Plan: The Court Precinct
The development of the Sacred Heart College physical learning spaces has provided a learning environment consistent with the network model of learning. To date students have access to Stages 1, 2 and 3. Stage 1 consists of junior science, and physics laboratories, and four general learning areas on the ground floor, and biology and chemistry laboratories, a science preparation area, multiple collaborative spaces, and three general learning areas on the first floor.
Stage 2 is comprised of three Makerspaces, as well as multimedia, 3D art, five general learning areas, two science laboratories, multiple art studios and collaborative spaces. Stage 3 provides an entry from Aphrasia Street leading to a large Atrium space, four general learning areas, staff spaces and a gathering space. The Atrium also has a cafe and will be used for gatherings, functions, and events. Stage 3A landscaping work is currently occurring on the northern forecourt of Stage 3, which will consist of a green open space and is planned to be finished by the end of 2020.
Studiosity
In recognition that learning happen anytime and anywhere and to empower students to take ownership of their learning the following virtual learning opportunities have also be piloted in 2017-2018: Studiosity, Zoom and Edrolo.
Studiosity is an online platform that provides assistance to students in two ways. ConnectLive, a help when you need it service, connects students with a subject expert who aims to get students 'unstuck'.
Experts are trained to help the students work through the problem. This service currently provides support for Mathematics, Sciences, English, Commerce and general study skills. The other service, Writing Feedback, enables students to upload any form of writing for review. Students receive feedback on academic literacy, including structure, spelling, grammar, punctuation and referencing and typically receive a response in less than 24 hours.
Zoom
Zoom is a simple, high-quality video conferencing platform which enables four distinct services to amplify learning at Sacred Heart for:
People who are not on-site that normally would be. Students who may be absent from school for various reasons, external students (SJC) or staff who are absent have all be able to connect to their classrooms remotely via a simple one-click link via Canvas, the College Learning Platform.
Access to external experts. To foster and maintain strong relationships with parents and alumni. To facilitate this Zoom is used to bring the outside in, providing our students and staff with access to experts who normally would not be available to them due to distance, travel or availability.
Remote meetings and interviews. Parents often find it difficult to attend the College due to their own work commitments. Zoom is being used to hold meetings with parents and others which normally would not be possible for example: removing the need to travel to school, simply clicking a link and being able to have a 15-minute conversation.
Making our resources available to others. Using the Zoom Facebook Live connector we able to broadcast high-quality live video streams to our parents and the wider community. Workshops, lectures and Parent Information nights have been broadcast.
External Experts - Learning Partnerships
The CSIRO STEM Professionals in Schools project offers schools an opportunity to invite external experts into the school to enhance students' understanding and problem solving of Real Life issues.
In 2019 Stephen Plowright, a Cyber Security analyst at IBM, worked with a small group of senior Maths students in completing a graduate level Logic course titled Faulty Arguments. SEAing the Unseen is a CSIRO partnership project led by Dr Melanie Thompson who holds extensive experience in industry and tertiary laboratories. This project explores how we can reduce drag on ships' hulls to reduce the emission levels produced by container ships bringing imports into Australia. Students took part in a field visit to VIVA Energy and created a corroded fish sculpture - putting the A into STEAM.
Learning from the John Monash School of Science who provide Science Intensives delivered on line.
Student Leadership Team
The new Student Leadership Team model is designed to deepen students’ understanding of their place in a global society through authentic leadership opportunities, both formal and informal. The structure will provide more opportunities for students to be elected based on their dedication, experience and skill set rather than their year level. This will promote cross-age opportunities and relationships, increasing community engagement whilst maintaining our Mercy values and identify.
The new Student Leadership Team will include the following:
- 3 College Captains ( Year 12 students only)
- 10 House Leaders from any year level from each House (to replace current Year Level leaders)
- Peer Mentors and Mercy Captains will remain as a leadership opportunity for students throughout their time at school.
- 4 New Focus Groups that will replace current sub-committees: Mercy and Mission, Caring Communities, Community Engagement and Learning Leaders, with 5 representatives from each House from Years 7 to 12.
Connect Time
Connect Time aims to provide an extended period of time each day, preferably after lunchtime, where Mentor teachers and students within their mentor group can spend time together building relationships and making connections. This time will also provide opportunities for Mentor teachers to provide academic mentoring/coaching with students within their class.
Coaching Conversations
Coaching incorporates teaching, counselling and mentoring skills. It assumes that every young person is the EXPERT in their own life, and involves supporting someone to set goals, overcome obstacles and take action to succeed in life, move from their present state to a future vision. Coaching conversations turn problems into solutions, blame into responsibility, obstacles into opportunities and inaction into action. The aim is for Coaching Conversations to be incorporated into Connect Time as a means of providing students with a supportive adult to help support their individual learning journeys
Staff Groupings
Across 2019 and into 2020 new Positions of Leadership have been developed at the College to support and drive the innovations and initiatives that are occurring in our new network model of learning. Staff work effectively in self-managed teams to develop new and renewed curriculum and learning opportunities for students.
Transdisciplinary Units
The following units continue to be offered - Design Futures Lab, Ideas, Catch a Killer, CSI Forensics, Cafe Culture, iTinker.
Digital Citizenship Course
Incoming Year 7 students will be required to complete a Digital Citizenship course before they collect their laptop. This course is completely self paced and delivered through Canvas. Students will obtain a Digital Licence Certificate from the Allanah and Madeline foundation and complete a series of activities to increase their understanding of the risks and benefits of the online world.
Visible Wellbeing
As of 2019, Sacred Heart is proudly a Visible Wellbeing Partner School. Visible Wellbeing meaningfully combines the science of learning and the science of wellbeing. During 2019 staff have embraced professional learning in Professor Lea Water’s SEARCH framework and have been working to embed this within the classroom and wider community, including collecting evidence of action and measuring impact. The students are increasingly owning this process ensuring that student voice guides the growth of our wellbeing culture.
Healthy Food Charter
In 2019 some of our SHC students, staff and parents worked with experts from Deakin University to create the SHC Healthy Food Charter. The Charter outlines the 4 key pillars of our food philosophy: empowered, communal, balanced, and sustainable. This will see us aspiring to create a community that consciously chooses ethical and nutritious food to share with each other enhancing our Wellness for Learning through food.
Student Choice
SHC is building a culture where students and teachers work together to contribute to the notion of empowerment through student voice, agency and leadership. Student voice empowers students to influence change in collaboration with adults to make decisions about what they learn and how it can be assessed. Student agency gives students a level of autonomy to direct and take responsibility for their own learning by becoming self-regulated learners. SHC has introduced student choice within disciplines and, through a vertical subject selection framework, between ability levels to ensure.
Renewed Disciplines
From 2020, SHC has reimagined how staff and students work together to promote an interdependent and interdisciplinary curriculum that continues to foster the foundation skills in distinct disciplines. SHC prepares students for the work of their generation by championing interdisciplinary education. Students demonstrate interdisciplinary understanding of a particular topic when they can bring together concepts from two or more disciplines to explain solve a problem, create a product, or raise a new question in ways that would have been unlikely through a single disciplinary means.
Industry Partnerships - Embedded Placement Geelong
In 2019 Sacred Heart College has established a partnership with Australian Catholic University. This innovative partnership has allowed for the development of Embedded Placement Geelong, a unique program that brings together both Primary and Secondary Catholic schools in the Geelong region. Embedded Placement Geelong provides a leading-edge program for Pre-Service teachers that provides future educators with a comprehensive real world experience.
The Embedded Placement Geelong program provides opportunities for Pre-Service teachers to undertake a year long placement in a participating school, offering the chance for students to develop advanced skills in direct instruction, facilitation and curation of learning.
Academic Parent Teacher Teams
We have adopted a model of family engagement that recognises that students will thrive when parents and teachers work together as partners to maximise student learning outside of school. The APTT model creates opportunities for teachers and parents to meet in groups focused on particular learning areas (Yr7 Maths in 2019) to build the capacity of parents to support their child with specific strategies explained by the teacher, and for teachers to understand more about their students’ unique circumstances. At its base level, APTTs seek to build relationships between school and home for the benefit of learning.
Women in Construction
The inaugural ‘Women in Construction’ program was hosted at Deakin University’s Waterfront campus in November 2022..
The initiative provided a wonderful opportunity for our students to experience the ‘Build a Shed’ program, aimed at highlighting the exciting possibility of a career in the field of construction.
The project also acknowledged an initiative of Deakin’s School of Architecture and Built Environment to increase gender representation in typically male-dominated professions. The relocatable, modular shed was constructed in five days by a team of students from Sacred Heart College, guided by industry leaders from Deakin University - Australian Institute of Built Environment, Australian Industry Building, and the Gordon.
Once complete the relocatable shed was transported to its new home, Cottage by the Sea in Queenscliff, a not-for-profit Australian charity helping children lead happy, healthy lives. Stage 2 of the ‘Women in Construction’ initiative is now in the planning stages for 2023.
Financial Inclusion Action Plan (FIAP)
The Financial Inclusion Action Plan (FIAP) Program provides a platform for organisations across diverse sectors to combine forces to improve the lives of more than 2.1 million Australian adults who are financially vulnerable.
Since 2015, the FIAP Program has enabled 40 organisations to take collective action to realise greater financial inclusion, resilience and wellbeing within their own sphere of influence.
For Geelong, our region aspires to be Australia’s most desirable destination for living, visiting, working and educating families; we are renowned for our vibrant, inclusive and diverse community, with a vigorous economy. Yet we acknowledge that the region is not without challenges, including the rising cost of living, as well as pockets of specific socio-economic disadvantage which experience entrenched poverty.
Whilst the level of financial inclusion and resilience is directly associated with an individual, organisations have a critical role to play in strengthening people’s ability to cope with financial adversity and support people to develop the internal resources they need to respond to unexpected financial shocks.
In 2022, Sacred Heart College Geelong was invited to participate in the FIAP program and will now join other Geelong organisations to develop an action plan that supports our staff, students and families. The FIAP initiative will also align closely with the College’s Inclusion and Diversity Scholarship program.
The Vertical House System
In 2022 the College embarked on its second iteration of the House system, implementing a full vertical structure where all mentor groups were comprised of three or four students from each of the six year levels within the House. Each House is led by two House Leader.
The advantages of moving to such a system is to ensure an even greater level of consistency for each young person. Having the same Mentor Group teacher and House Leader for up to six years provides continuity of care and enables a more holistic and personalised learning experience for each student. The new system enables the development of strong supportive relationships between families and key staff members within the College, as well as between students from a variety of ages.
Such a system can help to break down barriers between year groups, relieves peer pressure and age specific behavioural problems that naturally occur within year level groupings, and provides informal opportunities for leadership. Within each mentor group there is a wide range of experiences and students are encouraged to share these experiences through mentoring and coaching of their peers, providing academic and emotional support to each other.
Creating a Culture of Wellness
LifeChanger is a preventative mental health and wellbeing non-profit that empowers young people to live empowered, resilient, thriving lives. The program centres on the Five Pillars of Health, Skills, Self, Purpose and Tribe to build self esteem, self awareness, positive self identity and resilience.
Throughout 2022, LifeChanger delivered a number of programs within Sacred Heart, across various year levels:
- Year 7 Immersion workshop, Year 8 Youth Mentor program (a series of six workshops where Year 10 Peer support students mentor and support groups of Year 8 students throughout the semester), Year 10 Mentor Development Program, Year 10 /11 Peer Support Mentor Development program and Year 11 student workshop on Leadership and Legacy, and the idea that ‘everyone is a leader within their tribe.’
Skodel Wellbeing Check-ins, Wellbeing plans and Coaching Conversations were introduced in 2022 as part of the College’s ongoing commitment to student wellbeing. Skodel is an evidence-based, proactive approach to wellbeing, and has been created in consultation with clinical psychologist and author, Andrew Fuller. Skodel 'Check-Ins' enable students to focus on their own individual areas of wellbeing including their strengths, relationships and emotional management, and also creates an opportunity for students to develop personalised, student-centred wellbeing goals. With guidance and support from their mentor group teacher through coaching conversations, students are empowered to take ownership of their wellbeing and learning, creating healthy habits for life.
Our continued focus on the importance of respectful relationships along with the newly mandated consent curriculum due to be rolled out throughout 2023, saw the reignition of the Respectful Relationship Action Plan. A team of dedicated staff have met throughout the year to scope and sequence curriculum and look for fresh ways of developing the Respectful Relationships program across the whole school.
VCE Online
Drawing on the learnings from the Covid-19 pandemic and utilising exceptional digital technologies, VCE online is a developing project. The project meets the need of creating student-centred and individualised learning, and highlights the fact that our students can learn anytime and anywhere. When students are given the tools and platforms to access rigorous learning online, they are just as capable of performing and exceeding expectations as they are when they are in the four-walls of the classroom.
In 2022 a pilot online delivery model with St Brigid’s Horsham was undertaken. This saw the creation of an MOU and the delivery of Unit ¾ Physics remotely for students at their school. The students were able to successfully complete Unit ¾ Physics through access to zoom tutorials and extensive online material, lessons and assessment.
In 2023 a further pilot program will be explored with students from SHC undertaking Unit ¾ Dance via online material provided by SHC staff. The students will access a blended delivery of both face to face and online material in undertaking Unit ¾ Dance. With the successful application of a funding grant SHC staff will undertake professional development to ensure they are able to prepare students for their future, understanding school systems must be agile, innovative and future focused in the provision of hybrid deep learning opportunities. There is an increased demand from students for an education system that is both synchronous and asynchronous in learning, and the VCE online project is working to meet this need.
TIME (Time in Modern Education) Project
The current timetable structure reflects an industrial model of learning. A new timetable structure that acknowledges our young people inhabit the world differently and that learning is different in the knowledge age is required.
The TIME project is working to create a structure that enables students to learn anytime and anywhere.
Our student’s world is characterised by uncertainty. It requires them to be flexible and creative and see connections between all that they do. To be successful in an uncertain world, our students need to be exposed to a myriad of different activities, experiences and opportunities to develop the skills and tools to monitor their own time, to build capacity and become autonomous learners. The TIME project undertakes the complex task of working to create a timetable model that enables these diverse opportunities so that learning is:
- student-centred
- personalised and flexible based on learner readiness
- reflective of learning for today and tomorrow
- able to support students to build habits that support wellness and positive lifelong behaviours
- reflective of the world of our students’ futures.
The TIME project is seeking to organise time so that students:
- learn collaboratively and through transdisciplinary activities
- can develop strong relationships with peers, key adults and external mentors
- are provided sustainable and ongoing opportunities to engage with external partnerships
- build accountability for their own learning
- establish a sense of belonging and wellness for learning.
The TIME project will move past current and traditional views of timetable structures and look to create a model where:
- every day does not look the same but does provide routine and predictability
- days and weeks have units of time that vary in length, with variability in start and finish times
- diverse delivery models are recognised and supported.
Our partnerships