Learning and Teaching

We believe that all avenues of knowledge stem from Almighty God. We believe that Teaching and Learning practices should undergird and nurture an intellectual curiosity and sense of awe of God’s creation.

The presence of God’s Holy Spirit in teaching takes Christian education beyond mere programming, methodology, and techniques. As a result, the Teaching and Learning environment of this College promotes a Christ-centred approach to learning with a biblical world view.

With this in mind, the College provides a broad, balanced and relevant curriculum which is in line with the Australian Curriculum and the ever-evolving global community.

We promote the pursuit of excellence in Teaching and Learning.  Our College focus is not just about educational excellence, but excellence in Christ as we endeavour to do the utmost for His glory. The College also supports teachers and students to embrace a commitment to active life-long learning which includes the use of ICT and other learning tools.   Through life-long learning, we grow in wonderment of Almighty God as we grow in our relationship with Him, and, discover our purpose in Him.

Providing both formative and summative assessment practices is an integral part of the Teaching and Learning process as these practices are instrumental in improving student performance. We therefore employ a breadth of assessment modes that are representative of the depth and breadth of our curriculum.

Philosophy of Learning and Teaching

Assessment

Assessment is seen as an integral component of the learning process.  The College sees itself as a learning community and learning is therefore not confined to formal classroom sessions but is a lifelong process.

All evaluation will be focused to encourage students to actively respond to the many different aspects of the curriculum. Learning is not seen as an end in itself but rather as a means to be more effective servants of the Lord Jesus Christ.

Multiple means of evaluation will be used. These will be chosen, having regard to their appropriateness for subject areas, age and maturity of students, and the purpose or need for the evaluation to occur. These will include:

  • teacher generated testing of certain facts
  • portfolios of student work
  • standardised tests
  • projects
  • self-evaluation
  • exhibitions
  • problem solving

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