Congratulations to the St Teresa's Catholic College Dance students on their recent eisteddfod success. On Saturday 27th July, Dance Troupes competed in the Australian Pinnacle Dance Challenge. The results were:
1st Place: Year 7-12 Lyrical (Body Love) 1st Place: Year 10-12 Lyrical (Mad at You, choreographed by students Amber Faleono, Ivy Simons, Jemima Fitzpatrick &Tianah Gesell). 1st Place: Year 7-9 Lyrical (All I Want) 3rd Place: Year 7-12 Lyrical (I Won’t Complain) Honourable Mention: Year 7-12 Contemporary (Bad Guy) Honourable Mention: Year 7-9 Jazz (End of Time)
At Peter Carnley Anglican Community School (PCACS) 'Play' provides opportunities for children to learn as they discover, create, improvise and imagine. When children play with other children they create social groups, test out ideas, challenge each other’s thinking and build new understandings.
Michael Senior, Ambrose Treacy College Principal, reflects on how fast time flies by and how to make more time for joy, rather than rushing from one task to another.
You might agonise over the co-ed versus single sex schools question endlessly. After all, the world is made up of men and women, girls and boys, and every shade in between in this age of gender fluidity. And let's not kid ourselves. The world is not a gender-equal co-ed playing field. How will she learn to navigate this if she is in an all-girls environment?
Well it might surprise you how strong the evidence is for choosing an all-girls' school.
Gender bias1​is still a real and pressing problem for women in the workforce and women in general. And it affects schools in equal measure. Freeing girls up from gender bias at a formative stage in their education has been proved to have significant influence on girls' confidence and self-esteem. Countless studies have shown that from around nine-years-old girls' confidence dips below boys which affects the choices they make at home, school and work.
Each year in conjunction with Lexis English College, St Teresa’s students welcome a group of Japanese students from Otemon High School in Osaka and spend a day at school learning about each other’s country, culture and language. Students often end the day exchanging social media contacts with a promise to ‘stay in touch’.
Explicit instruction (or direct instruction) is a teaching method whereby the teacher tells students what to do and shows them how to do it. The education researcher John Hattie notes: ‘The teacher decides the learning intentions and success criteria, makes them transparent to the students, demonstrates them by modeling, evaluates if they understand what they have been told by checking for understanding, and re-telling them what they have been told by tying it all together with closure’1. It contrasts with the constructivist (or discovery-based / enquiry-based) teaching method, whereby students construct their own understanding and knowledge of the world through experiential learning.
