St. Luke’s Learning and Teaching Statement

The staff of St. Luke’s strongly believes that education is a gift for life. In order to empower children to become active and informed citizens of the local, national and global community and fully utilise the opportunities provided to them within our school community, we are committed to ensuring the best possible learning environment. This statement, reflective of the Melbourne Declaration Goals (2009), outlines our shared beliefs about learning and the implications for teaching and assessment.


Effective learning occurs when:

  • individuals feel accepted, valued and acknowledged
  • there are positive and trusting relationships
  • the environment is secure and safe, positive, supportive and engaging
  • the learner has high expectations and clear achievable goals and sets goals for future development
  • the learner has opportunities to build on, and challenge, existing knowledge
  • the learner has time to rehearse, practise, reflect on and consolidate learning both independently and interdependently
  • knowledge and skills are transferred across a range of contexts preparing learners to become effective members of society, family, community and workforce
  • the learner is provided with constructive feedback to support them on their learning journey
  • self-belief is encouraged where individuals have a sense of optimism for the future
  • the learner is empowered and supported in developing the whole person
  • the needs, backgrounds and experiences of the learner are acknowledged and valued
  • the learner is able to make sense of their world and think about how things have become the way they are

Implications for teaching:

As a staff we must constantly:

  • relate to each learner in a respectful, nurturing and approachable manner and provide an environment which is inviting, stimulating and supportive
  • provide an inclusive learner-centred program, in which planned Inquiry-based activities take into account different learning styles and connect the learner to their environment
  • model and teach strategies to support higher order thinking, research and problem solving and ensure enough time is given for students to rehearse, practise and consolidate their learning
  • provide learning experiences, including excursions and incursions, which enable learners to make connections and transfer their knowledge and skills
  • take into account individual diversity and provide quality resources and learning opportunities for learners to challenge, question, reflect on and express their existing knowledge and experiences
  • promote individuality, creativity, tolerance and risk-taking, and ensure we celebrate specific efforts and achievements
  • set explicit achievable expectations for learners based on their known capabilities, limitations and potential
  • support learners in taking responsibility for their learning by ensuring varied opportunities that allow for independent and co-operative interaction

Implications for assessment:

Therefore, when assessing we must:

  • respect confidentiality
  • use a variety of assessment that will identify pre-existing skills and knowledge and determine learners’ individual, specific needs and strengths
  • utilize a variety of assessment strategies and tools whereby learners are given choices in how they demonstrate their knowledge and understandings, both individually and co-operatively
  • provide specific and constructive feedback in a variety of formats
  • provide a broad variety of open-ended tasks which require learners to utilize problem solving skills
  • constantly monitor performance and act upon outcomes
  • ensure learners have the opportunities to display non academic achievements

St. Luke’s Staff, 2009