Communication
From the Head of Communication Learning
The implementation of “Communication Learning” heralds exciting and beneficial changes for the students of St Paul’s School. The “Conceptualisation of Learning”, in the SPS Statement of Teaching and Learning, notes “the importance of language as a tool for the development of thinking”. This will be a key consideration for Communication Learning; however, the vision is more far-reaching in its aim to enable students to effectively access, apply and demonstrate their learning.
This will be achieved with focused development of key communication skills for reading, listening, comprehension, writing and speaking. It recognises the centrality of communication in both the development and demonstration of key competencies that individuals need for personal fulfilment and development, active citizenship, social inclusion and employment.
Sahlberg and Boce note that “all major educational development documents – national and international – call for more active roles for students as they learn in schools” (2010: 42). This requires students to ask questions, initiate ideas, take the lead in their own learning and engage in learning collaboratively with others. Communication Learning will be focusing on supporting students and teachers in their attaining the essential skills needed to foster this learning environment.
The P-12 structure of Communication Learning will allow for consistency in the development of these skills, with shared understanding and application of a ‘language of learning’ as well as teaching objectives and strategies. Within this model, teaching at St Paul’s will encourage an active role for students and multilateral communication to support productive learning in classrooms.
Communication Learning aims to systematically transform teaching at St Paul’s to promote productive, interactive learning with a particular focus on reading, comprehension and the expression of knowledge and understanding in both oral and written forms. Teaching effectiveness is assessed via measurable student achievement.
This is best ascertained when students are able to effectively communicate their knowledge and understanding. In some respects this requires a significant shift in thinking and practice that will need to be implemented from P-12, as students and teachers ‘relearn schooling’. The school’s “Centre for Research, Innovation and Future Development” will play a central role in ensuring the success of this change by supporting teachers through the provision of ongoing Professional Development.
Julie Bryce
Head of Learning - Communication
Reference:
Pasi Sahlberg and Elona Boce “Teachers and Teaching: theory and practice” Vol. 16, No 1, February 2010, 31-48.
