Our Learning Approach
At Ngutu College, our learning approaches evolve to meet the developmental needs of our learners while staying true to our core philosophies.
We recognise that every learner, regardless of age, has unique abilities, passions and challenges. Within a group learning environment, we strive to support these differences as best as possible. We believe learning should be playful, challenging, full of mistakes, and deeply enriching at every stage of a child’s learning journey.
Our Learners
At Ngutu College, learning is represented as concentric circles, with the learner at the center at the heart. This symbolises the interconnectedness of ideas, people, and the learning journey. Learners take an active role in shaping their learning journey, supported by family and educators.
Values
Surrounding each learner are Ngutu College’s core values: duality, sustainability, hope, creativity, and empowerment. These values intertwine to create a creative, flexible and supportive learning environment.
General Capabilities & Learning Areas
Learners engage with the Australian Curriculum General Capabilities, each capability recognising the duality of the child, both possessing and developing knowledge, skills, behaviours and dispositions through active participation. The outermost circle includes Mathematics, English, Project Work, and Creative & Expressive Disciplines. These areas form the foundation of learning at Ngutu whilst enabling learners to demonstrate the achievement standards of the Australian Curriculum.
Beliefs
At Ngutu College, we believe meaningful, lifelong learning happens when:
- Every child is recognised as a born learner and brings competencies and rich experiences with them;
- Schooling is concerned with the whole child, the interconnectedness of the emotional, physical, social, cultural, spiritual and cognitive ‘selves’;
- There is trust in learners to have and use agency in their learning;
- There is respect for learner’s unique learning pathways;
- Learning happens everywhere, all the time. Learning is situated within relevant, authentic contexts and purposes;
- Learners and educators have strong learner-identities and a belief they can;
- Learning is experiential, hands-on and playful;
- Learners have the opportunity to learn from and with others;
- There is the opportunity to celebrate, share and synthesise learning;
- Learners are nudged in their learning within their zone of proximal development, within a supportive relationship;
- Learning is documented, reflected on and used to inform the life and learning of the community.
