FADS, FACTS and EFFECTIVE LEARNING – knowing what works!
The ‘engine room of the learning process’ is key to successful outcomes for the learner.
Strategic Direction: Towards 2028
“The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.” Martin Luther King
High impact teaching and learning strategies, as presented by Emeritus Laureate Professor John Hattie, have been a key part of our approach to education at Mosman Prep over the last few years.
Our goal is to educate a community of learners who are adaptive, engaged and autonomous, through ‘evidence based approaches that inspire a lifelong love of learning.
Six key learning pillars, expounded below, support our boys to develop four key learner attributes - prepared, innovative, curious and collaborative.
Six Learning Pillars
Evidence based
A lack of attention to evidence-based education in Australia (and more broadly) has sometimes led to the unhelpful introduction of educational ‘fads’, which have at times impacted the growth and development of our children. At Mosman Prep, we use research based, high impact teaching strategies to support students to grow and thrive in their learning.
Wellbeing
Children will struggle with their learning when they feel disconnected from their school mates, or where they have social and emotional challenges which distract them from academic learning. We take a welfare oriented approach towards our students so they feel safe, connected, cared for and ready to learn.
Explicit teaching
Over the years, research has identified a decline in students’ basic skills across Australia, in some part attributed to a lack of explicit teaching. Explicit teaching is teacher-led instruction involving clear objectives, small chunks of learning, clear worked examples of success, and opportunities for practice and reflection. We establish a culture of high expectations where students master knowledge, skills and understanding through learning intentions, success criteria and reflecting on individualised learning goals.
Integration and Investigation
Our boys will see so much change and innovation over the course of their lives. Movement between careers will be more fluid than it has been for us, with increasingly fewer rigid pathways. Amongst other things, our boys will need to be adaptive, flexible, creative and critical thinkers, and confident communicators and collaborators. We deliver an adaptive integrated curriculum to encourage deep thinking, by engaging and empowering students to be 21st Century learners.
Collaboration
Effective collaboration is powerful in harnessing team member strengths and in solving problems. This often leads to more innovation, efficient processes, increased success, and improved communication. We promote student agency through supporting student voices and establishing inclusive partnerships between home and school.
Data and Assessment
Effective use of data allows a more targeted teaching and learning program, improving student outcomes. We create assessment capable learners by using intentional assessments and analysing student data using our purpose built educational database to inform our teaching for individuals and cohorts.
Our boys have a long schooling, and perhaps tertiary education, journey ahead of them. Not only do we want to prepare them thoroughly, but we have a heart for them to love learning and develop ownership of their learning journey, so they can thrive both now and in the future.
Peter Grimes | Headmaster