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Special thanks to Luke Tucker, Aaeisha Padshah (Year 7) and Ellie Hoyer for their outstanding contributions to this video
The book by Hattie and Zierer, 10 Mindframes for Visible Learning (2018) is a focus for school improvement at Clarkson in 2018 linking invitational theory to the thinking that is necessary to make the learning visible. Visible Learning is about the thinking teachers do to make the learning more effective in the classroom.
Our preliminary work using Mindframes to create a greater focus on intentionality has shown that there is significant improvement in engagement and outcomes when both teacher and learner have a clear understanding of the intention of the lesson and its delivery.
By Adam Inder, Applied Science HOLA.
Following Clarkson CHS being the hosts for the Pearce Young Leaders Forum in 2017, this morning Peter Moyes ACS had their turn to host the 2018 forum. Attending this year was a great honour for me, as I was able to attend my old high school, where I now sit on the School Council.
The forum is hosted by Federal Member for Pearce and Attorney General, Hon. Christian Porter. The special guest this year was none other than Australian boxing legend Danny Green. Danny touched on themes of self-sacrifice, working towards goals and bullying. All students were engrossed in the practical wisdom being shared by Danny as he drew on examples from his boxing career and his "One Punch" Campaign. Our very own Georgia Lovett scored a "shout-out", as Danny shared that he was her height when he was 17.
Our student councilors carried themselves extremely well amidst other schools within the electorate. Jasmita Jeshani and Scott Currie deserve huge thanks for overseeing our students at the event.
Students from left to right: Muhammad Modh Saidfudin (Yr 12), Leo Vo (Yr 12), Jhameika Bradford (Yr 11), Georgia Lovett (Yr 9), Kaiza Metuariki (Yr 11), Tyson Mora (Yr 10), Viviann Nou Michael (Yr 11), Thu Thay Paw (Yr 10) and Ryan Paolo Mendoza (Yr 9)
Head of Applied Science Adam Inder writes for Education Today magazine:
As educators, we place a lot of emphasis on ensuring that the practices we put into place at the school level are effective in improving outcomes for students. But do the policies and decisions beyond the scope of the school hinder or help our capacity to ensure a high-quality education for all students? Social segregation and its impact on educational outcomes for students from a socioeconomically disadvantaged background can be a common reality within Australia, with our country identified as one of the worst for an achievement gap between socioeconomically advantaged and disadvantaged students. This crisis and its impact on greater society are explored through the lens of a case study from my own workplace – Clarkson Community High School.
We as a country – and in particular, as those directly associated with the education system in this country – have a moral responsibility to ensure that all children, regardless of background, receive a high-quality education.
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