Weekly eNews
Dr Ray Swann
Deputy Headmaster, Head of the Crowther CentreOver the coming weeks, we will introduce you to the team who support the work that goes on at the Crowther Centre.
We kick off with Kristen Molloy, Associate Head of the Crowther Centre, Literacy and Engagement and Head of Parent Programs. Many of you will have met Kristen on our recent Boys and Screens webinar, and Year 8 parents might be seeing her next week at our Having Positive Conversations workshop. Kirsten is the face behind many of the parent webinars, and boys across the school also benefit from her engaging book clubs. She is a valued member of our team.
Please reach out if you have any particular topics you would like us to explore in our weekly Crowther eNews.
Dr Ray Swann
Deputy Headmaster
Head of the Crowther Centre
Engaging with Learning Behaviours
Academic engagement is a key component of Brighton Grammar’s approach to education. To encourage boys to reflect on their academic engagement, subject teachers in the secondary school report against six key areas.
We believe that an effective learner:
- uses class time effectively for learning
- contributes to a positive learning culture
- acts upon feedback purposefully for learning
- demonstrates engagement, effort and persistence in learning
- brings required equipment to class
- completes and submits learning tasks in a timely manner
The extent to which boys demonstrate these behaviours is reported on a four-point scale (‘well below standard’, ‘below standard’, ‘at standard’, ‘above standard’). However, as the last two areas focus on organisation, the highest reportable level is ‘at standard’.
In the secondary school, teachers complete these reports around Week 4 each term. This provides an early snapshot of the current level of academic engagement with plenty of opportunity for students to improve their learning throughout the term. These snapshots are published through Schoolbox and also appear on the termly reports.
This gives boys the opportunity to reflect on how effectively they are learning in each class. They can also ask questions of their teachers such as “I have been reported as ‘below standard’ on using class time effectively for learning; what could I be doing differently to be at the standard required?”, or potentially even “I understand I am ‘at standard’ for contributing to a positive learning culture, but what would it look like for me to be ‘above standard’?”
Parents play an important role in this reflection process. Discussing with your son why he received a particular rating can help him take ownership of his learning and develop strategies for improvement. If he believes a lower rating is due to a misunderstanding or mistake, encourage him to discuss this with his teacher using the questions above.
By regularly reflecting on Learning Behaviours throughout the year, teachers, boys, and parents can work together to strengthen academic engagement and foster effective learning habits for life.
Bryn Humberstone
Associate Head of the Crowther Centre
Director of Teaching and Learning ELC-VCE