LHC Learning Framework
The Learning Framework is designed to develop students' thinking skills within authentic, real life contexts. The framework is grounded in the learning theory of the dimensions of learning curriculum model. The vital concept is that a whole-school curriculum framework pulls together potentially isolated and fragmented terminology and approaches and allows a school to identify and follow unifying threads of curriculum planning and delivery that will strategically nurture a specific learning culture. The Learning Framework requires the explicit planning and delivery of six dimensions of learning:
Dimension 1 - Attitudes and perceptions
Dimension 2 - Acquire and integrate knowledge
Dimension 3 - Extending and refining knowledge
Dimension 4 - Using knowledge meaningfully
Dimension 5 - Habits of Mind
Dimention 6 - A holistic Catholic vision of life-long learning and Life
Good Samaritan Education Framework
Origins of the Sisters of the Good Samaritan.
The Congregation of the Sisters of the Good Samaritan of the Order of St Benedict was founded in Sydney by John Bede Polding OSB, Australia's first Catholic Archbishop, on 2 February 1857. This new congregation, the first to be founded on Australian soil, was formed to care for disadvantaged and abused women. Polding, however, gave the congregation a broad and flexible scope in its mission and by giving the name, "Sisters of the Good Samaritan", he indicated that the Sisters were to have a Christ-like attitude of compassion and care for those they served.
From the very beginning, the education of young people has been at the heart of the congregation's mission. Sisters began teaching in a school in Sussex Street, Sydney in 1861. In subsequent decades the ministry of Good Samaritan education spread to other Australian states and to Japan. Education in the faith and adult education are features of Good Samaritan ministry throughout Australia, in Japan, Kiribati and the Philippines.
A Good Samaritan school develops a quality curriculum through effective teaching and learning. This is achieved by valuing
an academic environment at the forefront of modern educational development
- providing student centred lessons where students are engaged in relevant, meaningful activities and tasks
- providing an environment with resources with which to support, enhance and enliven teaching and learning
- providing opportunities for team teaching experiences
- encouraging and valuing teachers as collaborative and constant learners
a love of learning
- building upon students' existing learning and experiences
- providing a collaborative approach to teaching which allows students to negotiate elements of the curriculum and make choices within their learning experiences
- building resilience in our students by allowing them to take responsible risks in choices within the curriculum and their learning activities
- developing skills in higher order thinking and critical thinking
- exploring problem-solving strategies with others
- designing flexible learning experiences enabling all students to experience success
- communicating high expectations to all students and supporting them in meeting these expectations
a holistic view of education and an integrated curriculum which will challenge the creativity, initiative and ability of each student
- engaging students in authentic, rich assessment tasks
- providing opportunities for interdisciplinary and integrated approaches, establishing real and relevant links
- exploring the global, local and personal dimensions of curriculum topics
respect for individual differences so that "the strong have something to strive for and the weak nothing to run from" (Rule of Benedict 64:9)
- providing targeted programs for students with special needs and for gifted students
- providing a differentiated curriculum, meeting the needs of all types of learners
- providing students with the opportunities to explore new types of learning
- providing opportunities for students to listen, reflect and evaluate in order to develop a deeper understanding of what they are learning and why they are learning
the integration of life and faith & wise stewardship
- providing opportunities for students to look for God's spirit in people, places and events and having the confidence to name God in what we see and do
- explicitly integrating Benedictine values in the development of teaching and learning programs
A Good Samaritan school develops right relationships through effective teaching and learning. This is achieved by valuing
The dignity of each person & the hospitality of heart and place
- encouraging students to develop an awareness of their own capabilities
- encouraging students to assume responsibility for their own learning
- acknowledging each student as an individual and recognising that each student has their own story to share
- acknowledging the gifts of each of our students and providing opportunities for these gifts to be encouraged and shared
- developing characteristics of servant leadership amongst all students
the seeking of peace
- dealing with wayward behaviour in an appropriate and sensitive manner
- perceiving every lesson as a fresh start, allowing students the opportunity to restore and establish right relationships
- celebrating the successes of our students and supporting them when they fall
- encouraging students to listen carefully to each other
- providing support for students at risk and for families in need
- establishing an appropriate tone and climate and modelling appropriate and acceptable behaviours
the balance of prayer and work & an appreciation of beauty and cultural plurality
- promoting and modelling Gospel attitudes and behaviours
- fostering connections between the subjects that our students study and the fundamental, deep purpose of their lives
- providing opportunities for students to perceive the beauty of God's work around them so that in all things God may be glorified.
