George Higgins Secondary Teacher
Lessons from exchange about teaching and learning for ATAR success
It was the best of education systems, it was the worst of education systems. The current paradigm shift in Queensland education is the most significant in 28 years. To retire a senior curriculum as old as I am means an entire generation of teachers have lost their professional experience teaching senior curriculums only acquired through tenure. Preparing and upskilling for the new ATAR system have become the most meaningful professional development experiences Queensland teachers can complete. Moreover, those with experience teaching and learning interstate where the ATAR system is well established are a valued resource in this new educational landscape to provide precious insight into pedagogical practice, approach to curriculum and pastoral responsibilities. As such, the chance to immerse myself in a school culture similar to St Margaret’s interstate where the ATAR system is in full swing was an enticing opportunity.
young women while preparing them to be ready for the future.
St Hilda’s Anglican School for Girls
The coveted reputation of St Hilda’s academic program began to shine as I immersed myself in the teaching and learning program of the school. Each lesson had classroom activities and exercises focused on developing their students into diligent, curious and forward-thinking individuals. I am grateful for the opportunity to see some amazing educators in action, committed to the continual improvement of their craft.
I applied for the St Margaret’s interstate teaching exchange and received a placement to St Hilda’s Anglican School for Girls in the picturesque Perth suburb of Mosman Park. Founded over 100 years ago in the Anglican tradition, St Hilda’s has come to define a strong education for girls in Western Australia. With over 1200 students including 150 boarders, St Hilda’s boasts one of the most enviable academic records in the state with a rich extracurricular and sporting program too. With this in mind, I was energised by the opportunity to surround myself with inspiring educators who embrace the ethos of St Hilda’s to prepare each student to be 'future-ready' in an ever-changing world.
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I arrived at St Hilda’s on a quiet Sunday and had a chance to explore the surrounds of Mosman Park with Kathryn Paul, Dean of Staff. A short walk from Cottesloe Beach, the school sits on the western side of the city between the Swan River and the vast Indian Ocean. The campus consists of timeless sandstone structures set among modern buildings to physically embody the ethos of St Hilda’s; a rich tradition of educating
The school leadership and amazing staff at St Hilda’s welcomed me warmly as I settled into the week. I am very fortunate for the conversations and time spent with the teachers, support staff and educational leaders of the school who offered up their time to have a chat over a coffee or discuss my professional growth and ambitions. Additionally, the hospitality and accommodation provided by Kathryn and her staff was amazing the entire week. Each meal I ate in the boarding house and managed to speak with many students and staff from across Western Australia and the globe. It was during these times that the parallels between St Hilda’s and St Margaret’s were most apparent as I found myself in somewhat familiar company on the other side of Australia.
• Booklets
• Retrieval practices
Teaching and learning at St Hilda’s
Of all the experiences on exchange, it was the ATAR Maths and Physics lessons I attended that left the most enduring imprint. Seeing ATAR lessons in action while at St Hilda’s broadened my understanding of how great a shift in pedagogical practice is needed to deliver successful lessons back in Queensland. The two key themes across all faculties were consistency and accountability. Consistent delivery of the syllabus objectives across every class and accountability that all content is covered by the teachers and students. I have detailed below the key practices I discovered while observing the senior subjects at St Hilda’s, as well as those I have implemented in my own pedagogy as a result.
Every senior science and mathematics subject used a booklet or OneNote as the guiding document for their students. They are the axis mundi for teachers and students in preparation for the external exams. Every objective of every topic, every learning intention and activity, every practical and video are available to students whenever they need it. It should be noted, however, that great resources can enhance great teaching, but can’t make poor teaching better. The teacher is still required to deliver the quality content and thus professional development doesn’t end with a great resource like a booklet. Constant retrieval practices are incredibly important to the development of memory and recall. Some ATAR subjects require students to recall content learnt a year ago for their external exams. Consequently, regular formative assessment that not only cover recent content but lessons from earlier in the course too is a necessity for the development of a robust knowledge of the content.
• Practice exam questions
Regular exposure to past exam questions one or two at a time while putting students under time pressure is an excellent pedagogical tool. Just like the way we used to prepare students for the QCS test, a simple starter at the beginning of the lesson is to give students a question from a past paper and time them. In addition, getting them to mark their response afterwards provides an excellent insight for students about mark schemes and how questions are constructed.
• Tracking progress
Accountability and consistency reign supreme, so tracking student progress and syllabus objectives as content is covered has become a
