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‘At Ruyton we place strong emphasis on the value of

personalised learning, acknowledging that students learn in

many different ways as we develop an understanding of each

individual as a learner. Girls are empowered to engage in a

variety of rich learning experiences designed to develop

independence and promote risk taking in their learning.They

are supported and challenged to reach their full potential

intellectually, physically, emotionally and socially.’

This statement encapsulates our pedagogy and practice at

Ruyton, and in 2015 personalised learning has been the focus

of our Professional Learning Programme. Extensive work has

been undertaken with Dr John Munro from the University of

Melbourne Graduate School of Education, exploring a

framework of knowledge that underpins all learning.

Teachers from across the School have also taken part in a

series of Harvard Project Zero ‘Mini-Courses’, collaborating in

teams to undertake units such as ‘Teaching for

Understanding’,‘Making Learning Visible’ and ‘Educating for

Global Competence’. In the Art programme teachers have

used strategies explored in the Harvard courses to encourage

students to ‘dive more deeply’ into the work they were

investigating, using thinking routines to explore works of art

in depth, and collaborating, creating and thinking in

insightful, complex and meaningful ways.

Throughout the year, all teachers have worked in a Teacher

Inquiry Group to explore the question

‘How can Digital Tools

Personalise Learning?’

These projects culminated in a

showcase event where all teams shared their learning with

colleagues. In Early Learning the focus of this project has

been the implementation of ‘Story Park’, an online platform

that provides a communication tool between educators and

parents. A project with the goal of increasing girls’

understanding of mathematical concepts through an

authentic, practical investigation was an exciting

collaboration between Year 4 classroom teachers and

Physical Education staff. Promoting inquiry-based and

personalised learning and self-motivation to achieve one’s

personal best, each girl in Year 4 used the web-based

programmes Active Globe and Fitbits to set personal goals

and engage in physical activity to promote fitness, at the

same time developing their mathematical skills in their data

analysis.The Humanities Department project involved

exploration and application of a range of Google Apps,

including Docs, Slides, Forms and Google Earth, in order to

create a more collaborative classroom approach, and to

provide teachers with greater insight into the individual

contribution of each student in collaborative tasks.

Formative assessment and feedback are fundamental to the

personalisation of learning. A wide range of digital

applications have been utilised to inform learners and

teachers about student learning progress and to make

decisions about the next steps. In the English department

tools such as the Explain Everything app are used as a means

of assessment to give individual feedback to students and to

provide an opportunity for students to reflect on their own

learning. In Languages Other Than English (LOTE) and

Science classes, students use interactive formative

assessment tasks created using applications such as iBooks

and Quizlet, allowing students to work at their own pace

with an appropriate amount of challenge and support, and

to receive immediate feedback on their learning.The

implementation of online pre-testing in the Mathematics

programme provides students and teachers with immediate

feedback and is used to determine subsequent learning

pathways for the girls. Reflection by learner, teacher and

parents following summative assessment tasks has also

been introduced in the Year 7 and 8 Mathematics

programme, reinforcing the value of feedback and personal

reflection.The Performing Arts programme provides an

extensive range of opportunities for learners to understand

and express themselves as individuals, building teamwork,

initiative, collaboration and personal growth. Digital

applications such as LoopyHD, Sibelius and Garage Band

have been utilised to allow students to create their own

compositions, and performances are regularly recorded

digitally, allowing for instant student reflection and feedback.

Inquiry-based learning units in the Junior School have

enabled students to consider big ideas, develop their own

questions and problems, and investigate concepts within an

authentic context for learning. Promoting curiosity and

ownership of their learning, students optimised the use of

digital tools to collaborate, curate information, create and

communicate their learning.This approach to learning has

been strongly supported by the School Library, where the

curriculum builds students’ information to knowledge

competencies, fostering the development of sophisticated

information and digital literacy skills, and building an

understanding of academic honesty based on ethical and

safe online competencies.

Learning and Teaching

Annual Report 2015