It is our intention through being explicit in the use of aspirational language as we strive to embed the concepts of reflective practice and teaching the “whole child” into every element of school life so that this philosophy permeates every classroom for every student every period of every day.
Having capacity within each classroom to adapt practices that enable each student, regardless of background, to access the learning and maximise their development requires us to commit to being a highly collaborative, improvement focused teaching force. It requires us to take collective as well as individual responsibility for student development; and also enables us equally to draw satisfaction and celebrate our collective successes as a community.
From a teaching and learning perspective we are conscious of being in a period of change as we continue to explore how best to ensure there is widespread embracing of the ever-changing challenges we encounter in our quest to be a truly excellent, global, educational community. The time for movement from a content rich to a context and concept rich curriculum is upon us. The impetus for increasing the value of diversity, creativity, innovation, passion and social responsibility in learning is a reality.
In summary there are particular directions and challenges we are prepared to embrace in our quest to sustain a school of international excellence.
They can be encapsulated under the East Doncaster Secondary College “Educating the Whole Child” model.
The programs of, and teaching in, a school must support and promote the principles and practice of Australian democracy, including a commitment to:
- elected government; and
- the rule of law; and
- equal rights for all before the law; and
- freedom of religion; and
- freedom of speech and association; and
- the values of openness and tolerance.
Nothing in this clause is intended to affect the rights accorded to, or the compliance with any obligation imposed on, a school under an enactment of the State or of the Commonwealth.