Learning & Teaching

Our Learning and Teaching framework at Mazenod College recognises that young men have particular learning needs. Drawing on research commissioned by the International Boys School Coalition, of which the College is an active member, Dr Michael Reichart and Dr Richard Hawley have identified the core elements for boys’ learning. Boys are relational learners and ‘learn’ their teachers – they choose to learn based as much on teachers as on subjects. Positive and authentic relationships between staff and students, centred around “conversational learning” and founded in mutual respect, are therefore fundamental to what Mazenod does.

We use a Visible Learning Framework based on the research of Professor John Hattie to ensure that we are making a positive difference to maximise the learning outcomes of our students. Visible learning occurs when learning is the explicit and transparent goal. By making learning visible, teachers are more empowered to intervene in meaningful ways to enhance student achievement.

The advocated principle instructional practice is Explicit Teaching as outlined in the research of Anita Archer and others. Teachers use a strategic collection of instructional practices combined together to design and deliver well-crafted lessons that explicitly teach content to all students. While direct instruction is the principle teaching method, teachers are given autonomy to explore other teaching methods, including scaffolded student led research where appropriate. To further support teachers in the design of their lessons and instructional practices, the ten research based principles of instruction outlined in the work of Professor Barak Rosenshine are referred to.

Visible Wellbeing techniques are integrated into teaching practices to build student wellbeing. This approach brings wellbeing to life in practical and accessible ways, extends beyond the classroom into co-curricular activities and seeks to embed a culture of wellbeing across the broader College community.