teaching at oneschool - agnewagnew.com.au/assets/files/oneschool_infopack_v1.8.pdf · leading the...

Teaching at OneSchoolI N F O R M A T I O N P A C K F O R T E A C H E R S

© Copyright OneSchool Services Pty Ltd

Teaching at OneSchoolINFORMATION PACK FOR TEACHERS

ContentsWELCOME TO ONESCHOOL 4THE ONESCHOOL STORY 6ONESCHOOL GLOBAL 9MISSION STATEMENT 10OVERVIEW 12PRIMARY SCHOOL 15SECONDARY SCHOOL 16THE CLASSROOM ENVIRONMENT 19OUR CURRICULUM AND PEDAGOGY 20

LEADING THE WAY – INNOVATION 21LEARNING TO LEARN – FRAMEWORK 22SDL 23LEARNING CENTRES 24TECHNOLOGY 28STUDENT DEVICES 29ONESCHOOL CAMPUSES 30THE BRETHREN COMMUNITY 32


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Welcome to OneSchoolOneSchool is an affiliation of schools in 21 countries in Australia, New Zealand and across the globe. Each of the 22 schooling entities are registered with the relevant authorities in their state, province or country that share the same Ethos, values and vision. OneSchool supports each of these schools in their common desire provide a consistent quality of education to our 9000 students across the globe. Our global diversity, yet consistency is what makes OneSchool unique.

Thank you for your interest in OneSchool.

OneSchool is a registered independent school for years 3-12 and operates 33 campuses and 6 satellites throughout Australia with a national office in Sydney. Our roll is currently 2743 students.

The school consistently achieves exceptional results and offers cutting-edge teaching practices and purpose built, visionary learning spaces for students and teachers.

Outstanding Results

OneSchool follows the Australian curriculum and our students are high achievers in HSC and Naplan, consistently achieving well above national average.

Cutting-Edge Teaching Practices

OneSchool is renowned for its innovation. We offer a range of learning opportunities that varies by age and campus size: from traditional classrooms to video conferencing and online resources. This ‘blended learning’ offers creative opportunities for teachers and students to work collaboratively on personalised learning programmes.

Guided by our “Learning to Learn Framework,” we are committed to self-directed learning in which students set their own goals and determine the best way to achieve them whilst being supported by teachers. This self-directed process ensures our students are well equipped for the challenges of tertiary education and adult life.

Visionary Learning Spaces

Our innovative teaching practices are complemented by state-of-the-art specialist learning centres that are at the heart of each school offering a multipurpose, teacher-supported resource to support all children’s learning.

We value our teachers as being essential to the school’s vision of providing a well-rounded holistic education that develops all students to their optimum potential. We offer an outstanding and supportive working environment with competitive remuneration, good student discipline and proven academic performance.

OneSchool is a high-achieving, exciting and innovative team to join. We welcome all enquiries from teaching professionals looking to further their career.

Kindest regards,

Australian Education Team


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The OneSchool Story


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What is the purpose of OneSchool?

TEXT TBA

What is the vision of OneSchool?

The vision of the OneSchool is to support a quality educational environment focusing on ‘learning how to learn’ for children of year 3 to 12.

OneSchool was established to provide a quality learning environment including the upholding of Christian principles and beliefs as held by the Brethren community.

How does OneSchool operate?

The National Office in Sydney provides administration and resource for IT, infrastructure and VC support for the campuses around Australia and each entity has a State office that ensures that their state requirements are met or exceeded.

The Directors are assisted in their role by numerous community volunteers nationally who have been coopted to contribute expertise to facilitate the operation.

This includes facilities, finance and transport.


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How has the school grown?

In 2015, OneSchool affiliated schools in Australia have an enrolment of 2743, spread over 33 campuses and 6 satellites.

OneSchool continues to succeed and develop because of the commitment of the Directors at both national and local levels to improve the quality of education for Brethren students.

When was the school established?

The first school for Brethren students opened in 1994 in Meadowbank NSW, with 474 students. In the coming years, other sites were established throughout NSW as Campuses of Meadowbank Education Incorporated. A similar structure was established in the other states and New Zealand in 2004, with a central registered body operating across multiple campus sites.

What does the school teach?

Each State has their own curriculum that aligns with the Australian curriculum requirements. This gives opportunities for OneSchool to bring together our Academic leaders, Heads of Departments and teachers from all States and NZ to collaborate and share resources.

Benefits for teaching staff

The opportunity to have input into a developing school, using leading edge innovations such as teaching by video conference.

• Being part of an innovative team with high achievement expectations

• Small class numbers

• Less demand for extra-curricular activities

• Strong support network from the community.

OneSchool GlobalGlobal affiliation

Today, there are 22 school entities across 21 different countries with an enrolment of more than 9000 students in 175 campuses.

22 School Entities in 21 countries with more than 9000 Students in 175 Campuses.

www.oneschoolglobal.com

North America - 35Europe & UK - 63

Carribean - 4

Argentina - 3 Australia - 46

New Zealand - 24


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Mission StatementOneSchool is the affiliation of privately registered schools across the globe providing education that meets the registration requirements in each jurisdiction, free of the detrimental influences that exist in society.

Our mission is to develop all students to their optimum potential, teach them how to learn, give them a well-rounded education preparing them for the pathway ahead; a way of life which upholds and is governed by Christian principles as set out in the Holy Scriptures.

General Goals

To enhance children’s learning by:

• Providing high quality learning Programmes matched to the needs of individual students and aimed at promoting their eventual full participation in society.

• Recruiting, developing and retaining the best available teaching and support staff to ensure achievement of all the school’s learning goals.

• Establishing a supportive school community and to be responsive to its educational needs and wishes.

• Ensuring equity for all students and providing them with skills, and the environment, to work well with their peers and the wider community.

Objectives arising from our Mission Statement

Teaching/Learning Programmes developed by the school will:

• Be consistent with the school’s relevant policies

• Have content that is clearly linked to student’s outcomes

• Employ a differing range of teaching strategies that are appropriate for the students

• Incorporate cross-curriculum perspectives

• Specify intended learning outcomes and detailed assessment and evaluation procedures

• Pre-test – assess needs – teach to needs – assess and evaluate accordingly

A supportive and progressive Board of Trustees will endeavor to:

• Provide opportunity for teacher training and relevant feedback

• Update facilities, teaching aides, technology aides

• A supportive and progressive Board of Directors and team of professional staff:

• Be receptive to teaching problems and concerns

Our School will:

• Provide opportunity for open and continual communication and respond to general concerns. Parents will be made to feel welcome to come and communicate.

• Maintain equity in all curriculum areas.


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School EthosAt this School, students are encouraged to develop their full potential and acquire the discipline of learning how to learn, while upholding Christian teachings and beliefs.

The truth and authority of the Holy Bible and strong family values underpin the commitment of the School to provide quality in every facet of education – curriculum, teachers, facilities, management and discipline - in a safe and caring environment.

© Copyright OneSchool Services Pty Ltd 2015

Values StatementIn coming to this School each student, parent and staff member shall uphold the values of the School which include: · Integrity - uprightness, honesty and decorous conduct,

governed by the Holy Bible; · Care & Compassion - kindness, consideration and

generosity to all; · Respect - for all people, property, opinions and authority; · Responsibility - for our actions, progress and

the environment; · Commitment - to self-discipline and the pursuit

of excellence.


Learning to LearnThe School is committed to creating and delivering learning programs that meet the educational needs of each student, and to nurture the attitudes and skills necessary for continual learning and personal growth throughout life. “Learning to Learn” means to use learning as a tool whereby students are equipped with the ability to think critically, process information perceptually, analyse data accurately and evaluate situations intelligently in order that they fulfil their true potential.



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OverviewFrom special education needs to Gifted and Talented programmes, a major emphasis is placed on each individual student reaching their full potential. Every student at every level.

We endeavour to ensure all our students are strongly supported and extended to reach their optimum potential, to make the most of their educational experience at OneSchool.

A key to this is providing a high level of support and professional development to our staff, as well as offering modern, well-resourced, technology-rich teaching environments and campuses located in most Australian regions.

Our distributed campus model includes the use of high quality video conferencing facilities and equipment for campus-to-campus communication, and specialist subject teaching was introduced in 2010 and has been a great success in broadening the subject range for senior students as well as in making best use of our human and material resources nationwide.

Opportunities also exist for teachers who are interested in taking up the challenge of teaching by video conferencing either full or part time in their area of expertise.

The success of our school is fostered by the co-operation, communication and cohesion of all its members and boasts a large number of voluntary support personnel, in many forms.


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Primary SchoolAll OneSchool affiliates support a 3–6 curriculum for Primary years. This was a major step forward for OneSchool in January 2007, and serves to fill out the long term vision of a complete education for our community from years 3–12.


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Secondary SchoolSecondary school at OneSchool encompasses year 7-12. All

students complete Year 12 and the A.T.A.R provides an effective measure for our goal of all students exiting school with an

internationally recognised credential that will support their personal abilities and effort.


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The Classroom EnvironmentIn setting up our school, a large investment has been made in resources and classroom environments. Teachers and students appreciate air-conditioned rooms and quality indoor and outdoor surroundings.

Although OneSchool is a private school, we follow the Australian curriculum and support all major education initiatives introduced by the Ministry including the literacy and numeracy projects, and thinking and enquiry learning.

We support all major education initiatives introduced by the Ministers of Education in each State including the literacy and numeracy projects, and thinking and enquiry learning.

Education outside the classroom is encouraged and supported as an integral part of the student’s education experience, which cannot be gained inside the classroom.


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Our Curriculum and PedagogyOneSchool is an Y3-Y12 school, all students complete the Year 12, and so the Australian Curriculum and Qualification provide an effective structure for our goal of all students exiting school the highest possible accrediting for their personal abilities and effort.

Educational philosophy and pedagogy that supports Australian curriculum, particularly the Key Competencies align closely with the Brethren Community goal of students all exiting school ready for the adult world with the attitudes and application of self-directed learners able to confidently contribute to their families and business.

Our brand of Blended Learning not only “Flips” the lesson but the learning environment as well. Building the Key Competencies from Y3 through to the middle and senior years of school the students are gradually managing their own learning. The lessons become over time more student working away from the formal classroom following more pesonalised programmes in a MLE termed the Learning Centre. This “Flips” the students for much of the day into a Learning Space with teacher support and assistance more like a Library/Resource Centre/Work studio into a Learning space that teachers are also using for their learning and collaboration, thereby as in the Registered Teacher Criteria seeing all as learners.

Our brand of Blended Learning not only “Flips” the lesson but the learning environment as well. Building the Key Competencies from Y3 through to the middle and senior years of school the students are gradually managing their own learning. Over time lessons become more student working away from the formal classroom following more personalised programmes in a MLE termed the Learning Centre. This “Flips” the lesson for much of the day and takes the students into a Learning Space with teacher support and assistance more like a Library/Resource Centre/Work studio that teachers are also using for their learning and collaboration.

Leading The Way – Innovation

Currently year 7 & 8 are taught as an extension to primary based homeroom teaching, encompassing the same values of an integrated approach to learning.

Years 9-10 are introduced to specialised teaching programs including English, Maths, Science & Business Studies

In addition to the core subjects, a large range of electives are offered to choose from, to make up a challenging timetable of at least 5 subjects. More able students are encouraged to take more subjects to equal 12 units.


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SDL‘Learning to Learn’ is a way to give all students the skills and opportunities to direct their own learning, to develop the capacity to understand the way in which they learn and to become more responsive, independent and self-motivated as learners and workers.

The ‘Learning to Learn’ Framework has been developed in response to this brief and in consultation with professional staff and community members from each of the schools and campuses in Australia and New Zealand.

It is a methodology that models the adult workplace and equips students with the skills to manage their time, solve problems creatively, meet deadlines and work collaboratively with their colleagues and their teachers.

It is based on and supported by extensive research into best practice in education, developed with the unique challenges and opportunities of the OneSchool network firmly in mind, and has been endorsed enthusiastically by the OneSchool Board.

The vision of the Framework is articulated in its underpinning educational philosophy: The OneSchool Educational Framework – ‘Learning to Learn’ – builds the capacity in its students for self-direction, independent problem-solving and intrinsic motivation.

EXAMPLES OF STUDENT-DEVELOPED ATTRIBUTES

OF SELF DIRECTED LEARNERS


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Learning to Learn – FrameworkBringing together People, Curriculum, Technology and Place creates a learning environment that promotes best practice in teaching and learning.

At the heart of the Framework are enabling structures to build methods of teaching and learning to support the development of independent, self-directed students and creative thinkers.

The Framework’s 3-part structure of the assignment, lesson and study are interconnected elements designed to manage the delivery of curriculum. On the one hand it empowers students to learn to work on their own and diagnose and solve their own learning problems, and on the other provides the support that will enable all students to fulfil their individual potential.

The flexibility that this Framework offers is designed to give teachers the time and opportunity to tailor courses for the specific needs of their students and to work with students individually, and addresses the geographical and technical challenges of the fragmented campus structures of the schools. Central to the Framework is the development of learning centres on each senior campus as the hub of student learning and physical manifestation of the principles of self-directed learning.

EXAMPLES OF STUDENT-DEVELOPED ATTRIBUTES

OF SELF DIRECTED LEARNERS


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Learning CentresThe Learning Centre is a large space in which the real business of learning takes place. It is a hub of learning, ideally centrally located if not physically at least pedagogically (at the centre of learning).

The concept of a learning centre is to provide an inspirational atmosphere conducive to creativity and independent learning. Far from being just another classroom, a successful learning centre must be well planned to incorporate many elements that support the learning and the learning environment in a welcoming work area.

The Learning Centre...

• supports a self-directed learning model

• demonstrates and builds a community of learners

• models life-long learning and work habits

• promotes a collegial working environment for teachers

A Learning Centre is:

• designed for maximum visibility but minimum sound disturbance

• a space where students learn through doing

• a space designed to be as flexible as possible

• a space that places at its centre learning by students rather than the teaching by teachers

• a space in which students can access their assignments electronically via Moodle or similar LMS (Learning Management System)

• an open space with few fixed partitions

The Learning Centre contains:

• a variety of learning spaces

• small glassed-off areas for small groups and one-on-one tuition and for student conferences with off-site teachers

• other areas for a variety of learning and working opportunities


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The Learning Centres are a fundamental part of the new vision for teaching and learning in our schools. Each centre provides students with a safe and supportive environment where they can work collaboratively or independently on their schoolwork. It is also a place where teachers guide students to develop the skills of independent learning, problem solving and critical thinking.

Each Learning Centre is made up of a number of dedicated learning spaces. Sometimes a student will need to work quietly and not be interrupted and for this reason they are more likely to choose to work in a Quiet Room or a Study Desk. Reading chairs are also generally available for students to sit comfortably and read. In the situation where a group of students need to work together on a team project, they would benefit from using the Breakout Area or the Collaboration Areas. They would be able to speak amongst themselves and not disturb the students who have chosen to work quietly.

Students are often presented with an assessment task that requires them to initially work in groups to come up with lots of ideas and to debate their thinking. Learning Centres also have a number of collaboration booths for separate groups of students. Each booth has a large monitor that students can also use to share their own laptop computer screen with the group.


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TechnologyDIGITAL RESOURCES, VIDEO CONFERENCING AND STUDENT DEVICES

The use of high quality video conferencing equipment for campus-to-campus communication and specialist subject teaching is well established throughout the school. This has been a great success in broadening the subject range for senior students as well as in making best use of our human and material resources nationwide.

VC has been an essential plank in the OneSchool connected style of learning. It offers the best opportunity for teachers and students’ to access a wide range of knowledge, support and expertise right across the country, and it has also allowed a greater variety of subject choices, particularly those from small campuses that could not have supported specialist subjects for just a few students. In fact, VC has become such a vital part of the school’s teaching program, and is embedded in the culture of OneSchool School. Students say there is no difference to them whether the teacher is presenting by VC or present in the room. The teacher’s skills are more important than the medium for student learning. Typically a OneSchool student taking any subject will have time with their teacher (either VC or face to face) and be expected to work independently and/or with their peers in the learning centre, online or in a study space every week.

VC, Moodle and students working on their laptops are an everyday part of the culture across the school, and students are actively encouraged to take ownership and responsibility for their own learning goals, progress and outcomes. Our learning centre spaces are created as a collaborative environment that fosters independent, self-directed thinkers and learners.


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Student Devices

Moodle

The introduction of Moodle as a learning management system (LMS) was an excellent platform for students accessing work and resources, both on and off campus, and incorporates a number of interesting learning opportunities that OneSchool continues to implement.

Moodle has become an integral part of the self-directed learning program throughout the school, as it provides the student with their coursework, learning resources, and enables teacher-student and student-student discussion, similar to what would be experienced in the standard classroom.


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OneSchool Campuses


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New South Wales Campuses

Albury Armidale Condobolin Illawarra Kellyville Leeton

Maitland Orange Tamworth Wagga Wagga

Melton NathaliaMelbourne Stawell

Queensland CampusesWestern Australia Campuses

Albany Cunderdin Dalwallinu

Gnowangerup Perth

Oatlands

South Australia Campuses

Adelaide

Mount Victoria

Brisbane Darling Downs

Nambour

Tasmania Campuses

Devonport Hobart

Wide Bay

Victoria Campuses

Bairnsdale Bendigo Cardinia Hamilton

Cowra Gosford Gouldburn

Mount Gambier

Geelong Swan Hill

Launceston


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The Brethren Community

Who are the Brethren?

The Brethren movement originated in the 1820s. There are over 40,000 Brethren in 19 countries throughout the world. They believe in the Bible as the word of God, and follow its teachings, including those of the apostle Paul.

For more information see: www.plymouthbrethrenchristianchurch.org

Brethren believe in marriage and the family. Families attend regular assemblies with other Brethren from the same town or city. They find their life together, spend time in each others’ houses world wide and keep separate from the world of sport and entertainment. Many Brethren run their own businesses and employ those of other faiths.

Guiding Principles

The principles of belief, teachings and practice of the Brethren set out above give rise to the following Guiding Principles for the operation of the School and its Campuses:

The Trustees of the School, as practising members of the Brethren, are committed to a way of life that is governed at all times by the Holy Bible. The conduct of the parents, students and staff must consistently reflect Biblical values. The Trustees can in their absolute discretion determine what conduct or activity is in accord with the Holy Bible and the beliefs, teachings and practices of the Brethren. They may also determine the outcome of any conduct, behaviour or activities which they consider is in conflict with the Holy Bible and exercise their authority to remove such conflict from the School.

The chastity and the sanctity of marriage are upheld as first principles, essential for the moral protection of the children. Careful attention is paid to protect all students from morally dangerous material.

A dress code applies and is to be upheld by all staff at all times. A strict differentiation between male and female dress must be maintained. The wearing of short trousers by male staff is not considered appropriate, and female staff must wear dresses or skirts (at least knee-length), and clothing must be modest and not revealing or low cut in design. Unorthodox or casual dress, and unshaven appearance or long hair for men is inconsistent with the attitude and image promoted by the School.

Interaction between staff and students should be positive and professional at all times and staff are not to encourage familiarity with the students. Discussions

with students regarding lifestyles, politics, religion, relationships, club competitive sports, Brethren community events and personal lives are to be avoided.

All teaching programmes and resources used at the School are to be approved by the School Board to ensure their compliance with the Ethos, Values Statement, beliefs, teachings and practices of the Brethren, Guiding Principles and all statutory, curriculum and registration requirements. Teaching staff are responsible for following correct procedure to ensure that all subject material and resources (including texts, media, magazines, film, digital media and electronic downloads) comply with these standards.

The School provides every student with the opportunity to be educated to a tertiary education entrance level. Tertiary education and career choices are the preserve of the student and their family, and are not to be influenced by the School or staff.


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interested in exploring teaching opportunities in OneSchool?

Join our talent pool - www.oneschoolglobal.com

OneSchool Service Pty LtdHead office

Level 1, 127 Bowden Street, Meadowbank NSW 2114P O Box 633, Windsor, NSW 2756

Ph 1300 760 [email protected]

www.oneschoolglobal.com

teaching at oneschool - agnewagnew.com.au/assets/files/oneschool_infopack_v1.8.pdf · leading the...

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