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Academic Philosophy

Emanuel School’s Philosophy and Mission Statement

These documents state that Emanuel School strives to encourage in its students the pursuit of academic excellence and a love of learning. The School is committed to providing educational excellence within an academic programme that is comprehensive and integrated from Pre-school to Year 12.

Of course, the School’s Philosophy and Mission Statements place the students’ academic development within a wider context: cultural and social, religious and ethical – a meeting of mind, spirit and being, just as the School motto suggests.

However, Emanuel School’s Academic Policy maintains a focus on the intellectual aspects contributing to our students’ developing minds and academic abilities.

Emanuel School’s Academic Policy Statement

Emanuel School encourages students to value learning and to understand that learning is a lifelong process. Students are encouraged to develop increasing responsibility for their learning; the goal is that they become independent learners.

The School provides structures to facilitate this process, moving from teacher-directed instruction to increasingly student-directed learning activities. This process is constantly monitored by teachers sensitive to the needs of individual learners, and who understand that the “scaffolding” required by some students needs to be substantial, while for other students, such scaffolding can be progressively dismantled.

As a school with a wide range of student ability, Emanuel recognises that some students need more direction and other students need a more independent learning environment. Whatever the learning needs and preferences, the goal is to equip the students with the skills and the mind-set to allow them ready access to further learning.

This policy statement is manifested throughout the School using the following strategies and practices:

Curriculum 7-12

The philosophy behind the 7-12 curriculum is to provide balance in subject selection together with academic challenge. In Year 7, the students gain a taste of all the possible areas of academic endeavour through a common curriculum. From Year 8, the students are introduced to increased choice in what they study: a choice of Hebrew or French in Year 8, then two elective subjects in Years 9 and 10, and only one required subject in Years 11 and 12 – English. In keeping with the Academic Policy Statement, the 7-12 curriculum offers initial “direction” and then allows the students to play an increasingly “independent” role in the choice of the subjects they wish to study.

Full details provided in Appendix 1 of this document.

Ability Grouping

The term “ability grouping” is used to refer to a method of placing students in classes where there is more than one class studying a particular subject at the same time on the School timetable. Students are placed according to their abilities in that subject. This practice more readily allows a differentiated curriculum – that is, work and pace of instruction suitable for the abilities of the students in that class. With ability grouping in place, a teacher has a smaller range of abilities for which to cater. Of course, no two students are the same. However, through the practice of ability grouping, the range of differing abilities is reduced, and thus the teacher has a better idea of where to pitch his/her lessons during whole class instruction.

Emanuel employs ability grouping wherever possible in the Senior School.

Assessment

Assessment is an important part of the educational process.

In this State, university places are mostly awarded on the basis of Higher School Certificate results. Assessment in this instance is measuring the performance of students against other students (norm-referenced assessment). This also helps award places in courses where the number of applicants exceeds places.

Norm-referenced assessment puts in perspective the performance and accomplishments of individual learners; it maps individual achievement against general achievement. This allows us to know, to use a sporting analogy, how fast a runner is – in terms of other runners in his class, in terms of other runners in his Year, in the School, in his age group across the State, in his age group across the nation or internationally, and perhaps even how fast he is compared to the fastest adult runners in the world.

Thus, norm-referenced assessment gives comparative data, puts individual achievement and talent in perspective, and can provide challenge. It can provide a goal for the individual to aspire to, which is its most educationally useful aspect, since the knowledge that an individual’s performance will be measured against the performance of others can spur the individual on to greater things.

Students and their parents like to know how they are performing against other students.
However, education and learning will not be enhanced by a system that is reliant on this form of assessment.

At Emanuel, assessment has a teaching function. Students are asked regularly to attempt a variety of tasks. Assessment of their performance in these tasks provides valuable information for a teacher about a student’s understanding and developing competencies. This allows the teacher to tailor his/her approach for this student, and may suggest areas where a student needs revision, extension or even acceleration. Assessment here is seen as formative and evaluative – allowing the teacher to form an impression of a student’s progress and to evaluate the success of his/her teaching approach.

Teachers use assessment data to plot their programmes; they ensure that students have educationally worthwhile tasks to challenge them and sequence the development of skills. The benefit of assessment to the student comes in the form of feedback from the teacher on what he has done and what he has still to do. This is an individual learner approach. However, within an assessment period, there will also be times where norm-referenced summative assessment is appropriate and necessary. Again to use a sporting analogy, Emanuel prepares a student to achieve his/her personal best, and then gives him/her opportunity and experience in pitting his/her personal best against all opposition.

This balance of assessment principles underscores the curriculum and its delivery at Emanuel.

Out-of-Class Work (Homework, Assignments, Research Projects)

The Academic Policy Statement uses the terms “direction” and “independence.” The implication is that some learning takes place when students are shown how to do things and further learning takes place when students do things on their own.

The classroom and lesson time is well-suited to instruction and collaborative learning but it is not as well-suited to the thinking, creating, evaluating and revising that happens best when a student is on his/her own.

While a class test or examination equates to some of the conditions in the “real world” where people need to produce “products” in a short time frame (one, two or three hours), it is more usual for people to have a longer time to plan, draft and redraft, think and rethink, edit and perfect their products. For these reasons, work done outside the classroom must play a significant part in assessment.

Teachers need to set a variety of tasks (assignments, essays, reports, projects, presentations, artworks, multimedia presentations, worked examples etc) that challenge the students to think about the concepts and skills encountered in class.

The process of production is as important as the product itself – especially since teachers are not content for their students to solve only the set problems designed in a set curriculum. The long-term goal is to equip students with sound investigative/creative processes that will allow them to encounter new challenges and solve new problems. Thus, teachers should assess both process and product.
It is appropriate that students be given some choice in the out-of-class tasks they tackle. Such choice is more likely to evoke a student’s passion for the learning process.

Thus, while “homework” may be time-consuming for the students to do and the teachers to mark, it is a valuable use of time and a fundamental part of the learning/teaching process. The detailed feedback that comes from the assessment of such out-of-class work is extremely valuable, and in the process the students develop ingrained study habits and a recognition that the pursuit of excellence is not a quick affair, but is ongoing.

Reporting

Having collected and analysed a full range of assessment data, the School communicates its findings to students and parents through twice-yearly School Reports. In order to be useful, the reports need to be specific, clear and offer helpful advice in areas where special attention is required.

The Reports focus on key strengths and particular weaknesses and are designed to show a detailed knowledge of each student, avoiding comments of a generic nature. The School’s Reports are underscored by Emanuel’s Philosophy and Mission Statements that speak of a school committed to nurturing the growth of individual students.

Standardised Testing

Standardised tests are tests used to identify the “natural” abilities of students in different skill areas thought to be vital for success across the curriculum. These tests are called “standardised tests” because they measure individual student performance against the standard performance of the majority of students of the same age. IQ tests are standardised tests.

Emanuel uses standardised tests for all students as they enter the Senior School – either at the end of Year 6 or the beginning of Year 7. Students may also be tested in Year 10. The tests strive to identify general non-verbal and verbal ability. The Year 10 tests also identify career aptitudes.

The information derived from this testing is used to help teachers plan effective teaching programmes.

One valuable outcome of testing is to have a result that you can do something with. The best result of a test or a series of tests is the surprise factor that comes when a student is discovered to possess abilities that might otherwise have gone unnoticed. A test may discover a discrepancy between a student’s performance and his/her potential and allow the School to respond appropriately. The School is thus given the opportunity to draw out the student’s latent abilities.

Standardised tests do not replace the daily assessment that occurs through interaction between teacher and student. Tests add to the total picture of a student’s performance.

It is important to be aware that testing is not the only signpost of strengths or weaknesses. Anecdotal evidence is also important, whether it originates from teacher or parent observation. Classroom performance and behaviour, teacher and parent observation, together with standardised tests help to form the big picture - a complete and informed profile on the individual student.

After public examinations, the School can use standardised testing data to ascertain whether students have achieved to their full potential. The best result for a school would be for students to equal or exceed the predictions of academic success implied in their standardised testing results.

Gifted Education

Emanuel recognises that there are children of high academic ability whose needs are not met entirely by the regular curriculum. It is important to intervene in cases like this to encourage such students to enjoy school and to love learning as well as to achieve their potential. The School's gifted programme addresses the needs of intellectually advanced students from Pre-school to Year 12.

Identification: “Intelligence” is not something that can be measured by a single test that focuses on verbal and mathematical skills alone. Rather, the more diverse the range of measures, the better. Among the tools the School uses to identify gifted learners are:

• parent nomination;
• teacher nomination;
• diagnostic testing – both group and individually administered tests;
• peer nomination;
• standardised achievement testing;
• interview;
• records of achievements.

Enrichment: Enrichment opportunities are provided to students who display high levels of ability, interest and motivation. Enrichment comes mainly through the nature of the out-of-class work. Gifted students are given the opportunity to work on assignments similar to the class but changed by negotiation between the student and teacher to allow the student to pursue his or her special interests. This process may be combined with the introduction of a mentor – an expert in a particular field, who will provide a further level of expert help.

Acceleration: Acceleration is often thought to mean that students are forced to follow the same syllabus as others but at a pressurised pace. In fact, the pace of work is determined by the students; it is their “natural” pace. Needless repetition of material is avoided and the curriculum is re-sequenced to provide a stimulating level of demand for minds that are both thirsty for knowledge and capable of grasping over-arching concepts. According to the assessed ability levels of classes from year to year, whole classes may follow an accelerated programme in Hebrew, Mathematics, English or other subjects which may enable students to complete Year 10 work by the end of Year 9; these students may then sit for one or two HSC subjects while they are in Year 11 and allow them greater latitude in their final year of study.

Grade skipping: For some students whose abilities are superior across all academic areas this intervention is the most appropriate. Emanuel takes great care to ensure students’ readiness – both emotional and social.

Mentors: Emanuel is keen to meet the needs of individual students whose skill and motivation mean they can benefit from working with a professional in their field of interest. The School recognises that an “apprenticeship” of this nature allows for a rich learning experience.

Independent study: Some students are ready to undertake a major learning assignment for which they take full responsibility. In these cases, the Study that is designed is an alternative to attendance at regular classes, and the product is expected to be of near-professional quality. Such Studies are coordinated and monitored by a Gifted Education specialist who helps provide resources and assists in making contact with professionals and facilities that exist outside the School.

Competitions: The School enters students in academic competitions within subject areas such as writing, art, languages, Mathematics and Science. Individuals with special interest in public speaking, debating, drama, music, art and chess have many and varied outlets for these skills, including competitions.

Staff: There are specialist gifted education teachers throughout the School – mostly trained by the University of New South Wales’ Gifted Education research unit – GERRIC. Our teachers attend national and international conferences, occasionally delivering papers. The school coordinators provide advice and training to staff as well as networking with professionals outside the school.

Outside Emanuel: Emanuel provides liaison between our students and other bodies who run gifted courses. For example, Emanuel students attend UNSW Scientia holiday programmes. Similarly, the School disseminates information about seminars and courses of particular interest to parents of gifted children.

Parent involvement: Emanuel values parent input and encourages communication. The School advises parents of seminars and courses of relevance.

Academic Support

Emanuel addresses and underpins students’ identified learning weaknesses and fosters and develops their identified learning strengths. Academic and emotional support within a flexible framework is an integral part of the Special Education programme to help the students take responsibility for and develop confidence in their learning skills.

Students are selected for inclusion into the Special Education programme 7-12 through:

• class teacher identification based on poor performance, social/emotional difficulties or lack of progress;
• standardised reading results which may reveal discrepancies between reading age and chronological age;
• parent recommendation based on perception that the child may not be coping with class work or making acceptable progress;
• recommendation from an outside professional who is already working with the child;
• a discrepancy in standardized test results when compared with performance – for example, a student may score highly in this aptitude test but not be able to perform at this level in class;
• referral from Primary teachers before a student enters the Senior School;
• self-selection in the 7-12 School.

Academic Support is given to the following groups of students:

• students with below average intelligence indications and whose achievements are low;
• students with disparate verbal and non-verbal intelligence levels whose performance does not indicate possibilities for success;
• students whose stages of development seem not to coincide with classroom teaching programmes;
• students who are able intellectually yet have specific weaknesses;
• students for whom remediation support is part of a help programme for Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder;
• students with hearing, vision or motor disabilities;
• students whose absences from school have interfered with normal learning;
• students who wish to increase proficiency in specific subject areas;
• students who experience difficulties with the English Language.

The over-arching strategy for working with these groups of students is inclusive education – all students are considered part of the School’s learning community and have an equal right to the established curriculum. Thus, team teaching and consultancy between the Special Education teachers and the classroom teacher begins in kindergarten. This is supplemented by small group and individual withdrawal.

It is the responsibility of the Special Education teachers at Emanuel to keep abreast of new developments in this specialised field.

Staff Selection

The quality of the teaching at Emanuel is determined very much by the quality of its teaching staff. Every attempt is made to attract the very best teachers to the School. Our staff is expected to be IT-literate. Applications are carefully screened, referees are contacted, and scrupulous interviewing takes place. There is an on-going, formal and informal induction process for all new staff appointed.

Staff Appraisal and Review

Once appointed, the monitoring of staff performance is a significant factor in ensuring “best practice” teaching year in and year out. Teachers’ lessons are formally visited by their Heads of Department. The visits are preceded by consultation about the aims, objectives, outcomes and strategies of the classes visited. The purpose of the appraisal is to seek ways in which the teachers can be acknowledged for their strengths and encouraged to address areas where their teaching could still be stronger.

Heads of Department and Executive staff undergo a biennial performance review. This is an exacting process where a self-evaluation of their performance over the last two years and a statement of their focus for the next two years are presented to the School Executive. Each teacher within his/her Department is obliged to present an evaluation of the Head of Department or Executive’s performance over the previous two years. These evaluations form the basis of an interview.

Of course, these formal measures are in addition to the regular meetings that occur between classroom teachers, their Heads of Department/Executive and their colleagues on a regular basis through the School year.

Staff Professional Development

The School funds ongoing professional development, targeting specific priorities each year. Teachers apply to attend courses and their applications are discussed by the Head of Department, the Director of Studies and the Principal. Upon careful review, it is recommended to some teachers that they undertake a particular type of course.

Compulsory Professional Development sessions are run by Emanuel after school and on specially designated Professional Development days. Teachers are encouraged to play an active role in professional associations; encouraged to work with the Board of Studies on syllabus development, in-servicing, curriculum planning and examination marking. There is much talent among our teaching staff, and it is recognised that our own teachers should lead useful professional development courses for our own staff.

Study Skills

From the first weeks of Year 7, teachers use strategies to establish early study habits in their students. Even before coming to the Senior School, Emanuel students from Year 2 are required to complete homework assignments each week night. The assignments are based on what has been taught and should take 10-15 minutes to complete. Students in Year 1 and 2 are given lists of spelling words to learn each week. The School relies on parents to supervise and assist with homework and essential nightly reading.

Although nightly homework is valuable in itself, its long-term value is that it creates a study routine and a set of study practices and strategies.

As the students progress, they need to be made more aware of these study practices and strategies. At significant stages, teachers teach study skills within curriculum where it has most immediate and subject specific relevance.

In Years 7-12, students receive special lessons in aspects of study skills from Senior School teachers especially interested in this field. Some sessions may be organised where students learn skills from outside specialists. Time-management, revision, organisational skills, memory techniques and approaches to essay writing receive special attention.

Information Technology

The icons of the Information Age are evident in every nook and cranny of Emanuel. Specialist IT teachers interact with students in the general classrooms and in special IT areas.
It is recognised that current IT hardware, network systems and IT teaching strategies develop as quickly as technology itself. Emanuel has a commitment to updating its hardware and network to incorporate IT into the general learning environment in meaningful ways. This requires the Emanuel IT Committees to look ahead to capabilities in the future, to evaluate constantly technologies on offer at the moment, and to plan IT spending in order to give students an IT advantage.