Contemporary learning approaches prioritise the individual learning experience, aiming to shape opportunities and learning tasks to meet the personal capacities, needs and interest of each student at a specific moment in the individual’s educational development. Adelaide Botanic High School is committed to engaging students in learning tasks which are about connecting, creating, communicating, co-ordinating and collaborating.
To this end, the school’s educational program will be:
Adelaide Botanic High School will establish ongoing procedures to engage students in goal setting, planning, self-monitoring, critical reflection and evaluation whilst actively involving students in the assessment process as an integral part of all negotiated learning.
Conceived as an integrated physical, social, cultural and technological environment, the school will offer the students a unique opportunity to develop intellectually and personally, being engaged in more authentic learning tasks directly related to their own lives and the lives of those around them. Greater scope to participate within the wider world outside the regular school boundary requires a pedagogy that prioritises and develops the student’s ability to be aware, compare, evaluate, listen, empathise and act.
The school’s location will provide teachers with a mix of educational resources and the possibility to teach in new and more engaging ways. The school’s educational program and physical facilities will attract teachers and leaders committed to initiating pedagogical processes which emphasise exploration, research, initiative, individual responsibility and collaboration both within and outside the school community.
The ‘blended learning environment’ incorporating both ‘on-campus’ and ‘off-campus’ activity, will characterise the school’s daily operation and will be critical to its physical design. The school’s learning environments will enable robust, active, collaborative and explorative learning culture experienced by students.’
To enable this learning culture to flourish, the learning environment must support student occupation and use of spaces in their preferred ways and enable physical movement within the space by teachers and students to promote greater collaboration and peer-to-peer learning. In addition, the school will have the capacity to engage with, and accommodate the participation of, relevant community; industry and professional groups whose presence within the campus will reinforce the dynamic nature of the school’s learning program and contribute to the growth of the learning community generated within the school.
The use of new technologies and telecommunication media will ensure students are provided with a seamless ‘blended learning’ environment, where direct person-person relationships are complemented by interaction with other individuals, communities, materials and learning activities remote from the school in time and space but accessed online.
Interdisciplinary Teaching and Learning
This slice of the building shows level 4, which is great example of the interdisciplinary nature of the planning of the floors. No 2 floors are identical; they each have their own personality.
The diagram below shows in more detail how the space planning supports not just a STEM focussed curriculum, but an interdisciplinary approach to teaching and learning across the whole facility.