LHC Learning Futures Framework

Vision and Context

Our vision for our students is informed by the Good Samaritan Education Philosophy of Education and the Good Samaritan Schools’ Teaching and Learning Framework. These models of contemporary learning promote in our students: 

The capacity for and love of lifelong learning. 

The Lourdes Hill College Learning Futures Framework provides a touchstone for the development of consistent, high quality teaching practices. We recognise that effective teachers provide productive learning environments which challenge and support students to become successful learners, confident and creative individuals, and active and informed citizens. 

The Learning Futures Framework is a blueprint for our teachers who, as a community of learners, are engaged in the purposeful design of curriculum experiences. The Framework supports the Australian Curriculum General Capabilities which identify essential skills for twenty-first century learners in; literacy, numeracy, information and communication technology (ICT), critical and creative thinking, personal and social capability, teamwork and communication.

LHC Learning Futures Framework Components
Pillars of Learning

Five Pillars guide the design of the learning experience. The Pillars were an outcome of the 2016 Learning Futures Project that engaged widely with the LHC community to inform the development of the new Learning Futures Framework. 

  • Pillar 1 - Innovative Learning Environment
  • Pillar 2 - Meaningful and Purposeful Curriculum
  • Pillar 3 - Relationships for Personalised Learning
  • Pillar 4 - Holistic Learning and Living
  • Pillar 5 - Teaching Excellence
Principles for Learning and Teaching

Our teachers bring the vision for our students to life in every lesson, every day through their commitment to the following principles. At LHC we:

  • empower students to give witness to Christ’s love by integrating the stories of the College and the principles of Catholic Social Teachings through integration into learning experiences
  • foster positive relationships among parents, staff and students to improve learning outcomes within a culture of respect and compassion
  • promote a safe and engaging learning environment through deep knowledge of each individual student and nurturing her to reach her full potential within a culture of excellence
  • contribute to and use meaningful data to inform differentiated teaching practices
  • develop and deliver learning experiences which are grounded in intellectual rigour and real life relevance
  • use appropriate ICTs to enhance student engagement and learning outcomes
  • provide explicit, clear learning goals and success criteria which are fully aligned to an assessment/feedback program.

LHC Classroom Learning Design

The LHC Classroom Learning Design is applied to the design of successful learning sequences for each and every lesson. It can be used at a variety of levels; units, modules and individual lesson sequences, to bring together a diverse set of pedagogical strategies relevant to specific subject and discipline areas.

Innovative Learning Environment

The vision for our learning environment begins with the Lourdes Hill College classrooms of the future. When learning environments are designed to provide a variety of settings, the individual learning needs of students can be met more easily. We provide a range of learning spaces that support independent research, one-to-one instruction and small or large group collaborative learning, all with the seamless integration of technology.  

Professional Learning

LHC’s Centre for Innovation, Teaching Excellence and Leadership is fundamental to the success of the new Learning Futures Framework. CiTEL supports the development and delivery of professional learning programs to ensure staff are prepared for the changing demands of teaching and learning into the future.

Our teachers benefit from the Australian Institute for Teaching and School Leadership (AITSL) Teacher Performance and Development Framework, as realised in the Lourdes Hill College specific model for reflective practice, GARP (Goal Setting and Review Process). This includes reflection, goal-setting, access to high-quality professional learning, evidence of student learning, observation, feedback and review. Teachers are supported to meet their College Professional Learning Plan obligations, to maintain accreditation with the Queensland College of Teachers (QCT) and to aspire to higher levels of accreditation.  

Use of Data

Learning analytics underpins the gathering of evidence of effective teaching and learning at LHC. The collection, analysis, visualisation and interpretation of student data is used to improve learning and teaching practice and student outcomes. Data about learning and teaching and emerging technologies is collected and used to enhance practice and to anticipate future impacts and opportunities for students and teachers.

Students and staff use the Academic Mentoring Dashboard, which provides data accessed through the Learning Analytics suite, to reflect on academic progress and set realistic and attainable goals to enable students to meet their full academic potential.