Growing our love of learning
PEDAGO GY
T H E G I R L S ’ WAY ! Regardless of the career path a St Mary’s girl chooses—engineering, the arts, technology, medicine, business, or a trade, she needs to truly believe that there is nothing standing in her way to achieve these goals. Girls’ schools predominately have a history of founders who were fearless trailblazers; women who often defied many obstacles to create schools that promoted an education for girls and young women that removed boundaries, promoted resilience, agency, innovation, and a growing love of learning specifically for and about girls. This is the message that is reinforced to our girls through both their learning and connection to the legacy of Nano Nagle at the College every day. At the time of writing this article, I am ending my first term at St Mary’s College. It is only a short time, but long enough to attest to the unquestioned focus the College and its teachers have for the health, wellbeing and academic success of each student from K-12. As educators, we aim to continually improve our learning environments, the content of our curriculum and to build positive relationships with each other so that our girls learn, grow and flourish, both academically and spiritually. As a community of learners, teachers at St Mary's College have been working in Professional Learning Community teams (PLCs). Small groups have been investigating innovations in teaching and learning, including trends in literacy and numeracy, effective feedback and programs around positive behaviours and wellbeing. These are shared with our colleagues to improve the learning of our girls and move our efficacy as teachers and a college forward. Along with the PLC investigations, much of the work done in Term 1 has been around preparation for
the Building Futures Showcase, an event designed to bring to life the wonderful opportunities on offer at St Mary’s College through subject choices for 2022 and long-term educational and career goals. Staff have been working with industry, the University of Tasmania and TasTAFE to support students in determining their subject choices with advice on academic content and expectations, learning
Girls’ schools predominately have a history of founders who were fearless trailblazers opportunities and future pathways. These activities encourage a shared vision around girls’ learning, strong collaboration among educational peers and an improvement in outcomes that positions our students well for their future. While parents and teachers
S T M A RY ’ S C O L L E G E A L M A M AT E R J U N E 2021
have a significant role to play in shaping students’ learning and future pathways, it is important to acknowledge and support student agency in this process. Student agency is empowering students to play an active role in deciding what and how they will learn. This includes ensuring that we have a student voice in decisions around subject content, assessment type, learning styles and learning environment. Co-agency with students and teachers is critical. As stated in the OECD Education and Skills Project 2030 conceptual learning framework: '…the concept of co-agency recognises that students, teachers, parents and communities work together to help students progress towards their shared goals'. Teacher/student collaboration around what is learned and how it is learned, teacher development through PLCs and events such as the Building Futures Showcase are growing our girls’ love of learning so that they may successfully take that 'one pace beyond' in their future endeavours. Louise Bender Director of Pedagogy
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