Discovering The Silkwood Way - A Professional Guide to Our Learning Design

Discovering

The Silkwood Way: A Professional Guide to Our Learning Design

ADDRESS

WEBSITE

PHONE

39 Shepherd Hill Lane,

www.silkwood.qld.edu.au

(07) 5655 0300

Mount Nathan QLD 4211

info@silkwood.qld.edu.au

WOODW ELCOMESILK WOODWELCOMESILK This guidebook and accompanying training workshop are crafted to empower team members by:

Clarifying the significance of their work.

Providing a foundational understanding of the ‘why’, ‘what’ and ‘how’ of The Silkwood Way Learning Design.

This will enable them to confidently articulate what The Silkwood Way is all about.

CONTENTS Introduction

03

Message from The Silkwood Way Founder

04

‘Why’ The Silkwood Way Learning Design

06

1 Overview ‘The Silkwood Way’ Learning Design

11

2 TSW Learning Frames in Detail

29

3 Learning In The Silkwood Way in detail

53

4 The Silkwood Way’ Differences

73

5 Saying ‘YES’ to The Silkwood Difference

93

Glossary of Silkwood-Specific Terminology

98

CONTENTS 2

WOODWELCOMESILK Within these pages, you will find an outline of our teaching and learning strategy: The Silkwood Way Learning Design. This strategy works hand-in-hand with: The Silkwood Way Organisational Design, which explains the structure and operational approach of our organisation.

The Silkwood Way Team Culture, which fosters our collaborative and innovative work environment.

ABOUT SILKWOOD At Silkwood School we redefine education to nurture lifelong learners.

Located on the Gold Coast, we create innovative learning communities that use the world as their campus. Our mission supports young people in developing personalised learning pathways tailored to their interests and future aspirations. The Silkwood Way emphasises personalised learning and real-world experiences, fostering entrepreneurial thinking, personal growth, and a deep connection with the world.

Our dedicated educators, parents, and mentors provide rich learning experiences, from hands-on projects and internships to outdoor adventures and

philosophical

inquiries.

We

create

a

supportive

and

inclusive

environment where every student can flourish, develop critical skills, and achieve their full potential.

3

M E S S A G E F R O M T H E S I L K W O O D W A Y F O U N D E R Twenty-five years ago, as a mother seeking an empowering educational experience for my two young girls, a seed was sown, and so grew the Silkwood Vision: Supporting young people to be inspired, get connected and feel empowered to make a positive difference in their lives and the world.

This Vision has guided Silkwood from its humble beginnings with just a Prep class of two students (one being my daughter) in 1997 to include two beautiful campuses with over 800 students. It has and continues to provide a transformative learning journey for thousands of young people from Prep to Year 12. It is this Vision that inspired the development of what we proudly know today as: The Silkwood Way, our transformative 21st-century Learning Design. For this reason, you won't find our program anywhere else – it is unique!

We know our students are the:

Designers and creators

Innovators and change agents

Enterprise makers and entrepreneurs

Carers and healers

...and leaders ...of our world.

WE BELIEVE IT IS OUR RESPONSIBILITY TO SUPPORT THEM: To have hope for their future To know and see the boundless possibilities for their lives and To create and take opportunities to make positive things happen in their lives and our world.

4

MESSAGE FROM THE SILKWOOD WAY FOUNDER

The Silkwood Way Learning Design puts this front and centre.

Our team is committed to: Giving our best to enact The Silkwood Way Learning Design.

Thinking outside the square to enhance the learning adventure for each student and Ensuring each student is on the learning path that is right for them.

I am proud and privileged to lead this team. A team committed to making a difference in young people's lives and transforming education in our world.

I look forward to supporting you on your Silkwood journey so that you can discover firsthand what makes ‘The Silkwood Way’ unique for your child.

Valerie Campbell-Hogg CEO & ‘The Silkwood Way’ Founder

“As you explore The Silkwood Way, you will discover that Silkwood does things differently. This is because a Silkwood education is responsive to a young person's needs and interests, open to research, and uncompromising in our endeavours to keep the spirit of learning shining bright for our students.”

VALERIE CAMPBELL-HOGG FOUNDER & CEO

5

WHY THE SILKWOOD WAY LEARNING DESIGN The traditional education model was born out of an era where content knowledge was the measure of intelligence, and there was a need to grow an industrialised workforce.

The world and the workplace have dramatically shifted since this time. Success in the 21st century requires a different skillset:

DESIGN & CRITICAL THINKERS

INNOVATORS

CHANGE AGENTS

ENTREPRENEURS

People who can adapt to a quickly changing world, take charge of their work choices, communicate effectively, and turn ideas into action. We believe education must evolve to reflect this shift.

Schooling focused on standardised subjects and tests to measure knowledge is not designed to lead this change.

Young people need something different; they need an opportunity to: Self-manage and lead their learning Learn things that are purposeful for their future Learn in the real world Learn about things they are interested in Learn in different ways.

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WHY THE SILKWOOD WAY LE ARNIN G DESIGN

IN RESPONSE TO THIS, WE HAVE INTENTIONALLY DESIGNED: The Silkwood Way, a new learning approach that is leading this change.

The Silkwood Way gives each young person a personalised way of learning with individualised and interest-based goals focused around 21st century capabilities.

One where creativity, thinking, knowledge and real-world experiences are developed.

One that grows a young person’s life capabilities while keeping their curiosity alert.

One where they learn to reflect, assess, and set their own goals for improvement.

One that supports them to be empowered to take charge of their learning.

We believe this is a change for the better—a transformative educational design that places the student and their personalised learning plan, rather than a standardised curriculum with tests, at the centre of decision-making.

WHY? So young people can grow into adulthood with the capabilities to thrive in the world.

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THE SILKWOOD WAY AIMS: We define these capabilities through The Silkwood Way Aims:

1

To use creative, innovative, and critical thinking to make a difference.

2

To see the adventure, opportunity, connections, and possibilities in life.

3

To create financial independence in win/win ways.

4

To accept life’s challenges with a resilient and flexible attitude.

5

To communicate with empathy, openness, and integrity.

6

To embrace fun and live with curiosity.

7

To turn dreams and ideas into reality.

8

To act with respect towards themselves, others and our world.

9

To create a happy and healthy life balance.

10

To use passion, talent, and skills to create engaging work that contributes positively to our world.

8

WHY THE SILKWOOD WAY LE ARNIN G DESIGN

WHY? THE SILKWOOD WAY AIMS: This is the purpose and heartbeat of The Silkwood Way Learning Design and what sets us apart from other schools.

There is no other school with these Aims at its heart, nor designed in our unique way.

THE SILKWOOD WAY: Has REIMAGINED education Is RECLAIMING a love of learning for young people Is PREPARING young people for a changing world.

We are transforming how students learn and families engage with education through our Vision:

Supporting young people to be inspired, get connected and feel empowered to make a positive difference in their lives and the world.

This is The Silkwood Way!

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10

1

WHAT IS THE THE SILKWOOD W AY LEARNING DESIGN

OUR VISION, MISSION AND PURPOSE O U R V I S I O N

Supporting young people to be inspired, get connected and feel empowered to make a positive difference in their lives and the world.

The Silkwood Way Learning Design is ‘how’ we deliver on our Vision, Purpose, and Aims.

P U R P O S E

To see young people grow into adulthood with the capabilities to thrive in the world.

We define these capabilities through The Silkwood Way Aims:

1

To use creative, innovative, and critical thinking to make a difference.

2

To see the adventure, opportunity, connections, and possibilities in life.

3

To create financial independence in win/win ways.

4

To accept life’s challenges with a resilient and flexible attitude.

5

To communicate with empathy, openness, and integrity.

6

To embrace fun and live with curiosity.

7

To turn dreams and ideas into reality.

8

To act with respect towards themselves, others and our world.

9

To create a happy and healthy life balance.

10

To use passion, talent, and skills to create engaging work that contributes positively to our world.

12

WHAT IS THE SILKWOOD WAY LE ARNIN G DESIGN

LEARNING PRINCIPLES It begins with eight Learning Principles that frame the design and act as the compass to align decisions about ‘what’ the design looks like and ‘how’ it is implemented.

DEVELOPMENTALLY ALIGNED We align student learning experiences and strategies to physical and emotional developmental stages.

REAL WORLD LEARNING We connect student learning to real-world experiences and mentors.

EXPLORING AND EXPANDING INTERESTS We continuously engage students in learning experiences that grow and expand their interests.

MAKING MOMENTS THAT MATTER We create defining moments that lead to positive, enduring memories on a student’s learning journey.

PERSONALISED LEARNING

WORKING IN PARTNERSHIP Learning is a partnership that involves the student, the school team, families, and the wider community.

We partner with each student to develop a personalised learning profile and individual learning plan that reflects their growth needs and interests.

LEARNING HOW TO LEARN We make learning visible so students can progress their learning, develop a growth mindset and become confident in directing their own learning process.

ENTREPRENEURIAL AND CREATIVE THINKING We actively develop skill to support students to think outside the square, use a business mindset, see opportunities, communicate effectively, problem-solve, and take considered risks.

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PERSONALISED LEARNING PROFILE (PLP) Underpinning the Learning Design is a student’s Personal Learning Profile. We refer to this as a PLP. The PLP is an evolving profile that includes: A Learning Profile - Who’ the student is, ‘How’ they learn, and their interests Attendance, behaviour, and wellbeing data The student’s Individual Learning Plan (ILP) A dashboard that tracks learning progress Reflection and feedback on progress An assessment portfolio.

The Personal Learning Profile (PLP) is central to all planning and progress discussions, helping Advisors and students to: Set quality learning goals Guide and track individual student progress Personalise learning to a student's interests and learning and emotional needs.

The PLP interconnects The Silkwood Way Learning Design and is at the ‘heart’ of personalising student learning.

SET QUALITY LEARNING GOALS

PERSONALISE LEARNING TO A STUDENT'S INTERESTS, AND LEARNING AND EMOTIONAL NEEDS

GUIDE AND TRACK INDIVIDUAL STUDENT PROGRESS.

THIS IS THE HEART OF THE SILKWOOD WAY LEARNING DESIGN

14

WHAT IS THE SILKWOOD WAY LE ARNIN G DESIGN

THE SILKWOOD WAY LEARNING PATHWAYS Our Learning Pathways bring The Silkwood Way Learning Design and Aims to life.

The Silkwood Way Aims: To use creative, innovative, and critical thinking to make a difference.

To see the adventure, opportunity, connections, and possibilities in life.

To create financial independence in win/win ways.

To accept life’s challenges with a resilient and flexible attitude.

To communicate with empathy, openness, and integrity.

To embrace fun and live with curiosity.

To turn dreams and ideas into reality.

To act with respect towards themselves, others, and our world.

To create a happy and healthy life balance.

To use passion, talent, and skills to create engaging work that contributes positively to our world.

EIGHT LEARNING PATHWAYS: 21ST-CENTURY COMMUNICATION

CRITICAL THINKING

21ST-CENTURY NUMERACY

ENTREPRENEURIAL AND CREATIVE THINKING

PERSONAL AND SOCIAL DEVELOPMENT

THE ARTS

ETHICAL AND INTERCULTURAL AWARENESS

LEARNING ‘HOW’ TO LEARN

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LEARNING PROGRESSIONS These pathways are organised into sequences of development we call ‘Learning Progressions’. There are two types of Learning Progressions:

Y E A R - L E V E L P R O G R E S S I O N S

The content, skills, and capabilities within each pathway that are best delivered to a specific year group due to developmental underpinnings.

I N D I V I D U A L P R O G R E S S I O N S

Skills and capabilities from each pathway that: Require prior competency before a student can progress to the next level, and Have no age consideration for developmental alignment; therefore appropriate for students to be working on individually at any age.

These Learning Pathways and Progressions guide students on their journey towards achieving The Silkwood Way Aims.

Although these are similar to traditional curriculums as they define ‘what’ students learn, they are unlike standard curricula as they are not based on standardised yearlevel subjects. Instead, they focus on the content, skills, and capabilities essential for thriving in the 21st century - The Silkwood Way Aims.

With guidance from their Advisors, students progress through their Learning Progressions at their own pace, ensuring a personalised and clear learning path tailored to their unique needs.

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WHAT IS THE SILKWOOD WAY LE ARNIN G DESIGN

LEARNING PLANS AND PLANNING CYCLES Enacting The Silkwood Way Learning Pathways are: A student’s Individual Learning Plan (ILP) The Advisory Learning Plan (ALP) These plans use the Learning Progressions in the pathways to set students’ individual and year-level learning goals.

This process is enacted through steps in our: Student Planning Cycle Advisory Planning Cycle

STUDENT PLANNING CYCLE This involves the Advisor, parents/carers, mentors, and, most importantly, the student in steps to develop, progress, review, assess and report on their Individual Learning Plan (ILP).

It begins with each student using their Individual Progressions, with the support of their Advisor, to set their individual progression goals in their (ILP).

STUDENTS ILP GOALS Learning Pathways

Individual Progression Goals

21st Communication 21st Numeracy Creative and Entrepreneurial Thinking Ethical and Intercultural Awareness Personal and Social Development Critical Thinking The Arts Learning ‘How’ to Learn

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IT THEN FOLLOWS WITH STEPS, WHERE STUDENTS WORK WITH THEIR ADVISORS TO: 1. Develop their year-level progression goals and learning program to support them in progressing these goals.

2. Regularly review and adjust their plan based on progress.

There are two complete Student Planning Cycles each year – one each semester (every two terms). Each cycle culminates with a student-led exhibition to demonstrate and review their progress to their families, mentors and Advisors.

T1

SEMESTER 1

SEMESTER 2

STUDENT PLANNING CYCLE

STUDENT PLANNING CYCLE

PLP MEETING

T2

T3

EXHIBITION

PLP MEETING

T4 EXHIBITION

PLP MEETING: Student, Advisor and Parents/Carers meet to discuss and set the semester PLP. EXHIBITION: Student-led presentation to demonstrate and review their progress to their families, mentors and Advisors.

Over time, students develop the ability to self-manage their planning cycle by continually learning how to plan, review, assess, adjust, and advance their learning each year.

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WHAT IS THE SILKWOOD WAY LE ARNIN G DESIGN

ADVISORY PLANNING CYCLE Advisors follow a termly planning cycle, which aligns with steps in the Student Planning Cycle.

This cycle begins with the Advisor using their year-level progressions and their students’ individual learning goals to set the goals for their Advisory Learning Plan (ALP).

ADVISORY LEARNING PLAN GOALS Learning Pathways

Student Individual Progression Goals

Year Level Progression Goals

21st Communication 21st Numeracy Creative and Entrepreneurial Thinking Ethical and Intercultural Awareness Personal and Social Development Critical Thinking The Arts Learning ‘How’ to Learn

STUDENT AND ADVISORY PLANNING CYCLE They then turn these goals into an Advisory Learning Program that will best support the progress of these goals. The following steps in this cycle are then focused on reviewing and assessing student progress regularly and adjusting their plan in accordance with this data.

Both the Student and Advisor Planning Cycles have (as steps) regular one-on-one meetings between the student and their Advisor to check in on student wellbeing and learning progress.

As a result of these meetings, both the student’s Individual Learning Plan and the Advisory Learning Plan are adjusted if changes are needed. This ensures that both plans are reflective of and responsive to individual student needs.

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THE SILKWOOD WAY LEARNING PROGRAM As steps in both planning cycles - The Advisory Learning Plan (ALP) and students‘ Individual Learning Plan (ILP) goals inform and develop into: An Advisory Learning Program and, An Individual Student Learning Program

ESSENTIAL LEARNING

DISCOVERY LEARNING

An individualised program focused on

An individualised program to support

mastering English and Math skills

students to progress their physical,

needed for success in the 21st

social, and emotional capabilities.

century.

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WHAT IS THE SILKWOOD WAY LE ARNIN G DESIGN

These programs are structured around four learning frames, which give students the opportunity to learn with a variety of learning styles and in group, individual and personalised ways.

EXPLORING LEARNING

PERSONAL INTEREST LEARNING TIME (PILT)

A year-level developmental program

A project-based program focused on

focused on age-appropriate content and

exploring students' personal interests

experiences to:

and passions and connecting these to real-world learning.

Expand students’ knowledge about our cultural and natural world Extend communication and financial literacy skills Build capacity to be adventurers, performers, artisans, sportspeople and enterprisers.

*REFER TO PAGES 29-51 FOR MORE DETAIL

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ADVISORY LEARNING PROGRAM The Advisor takes their advisory learning goals, which incorporates the student’s ILP goals, and sets these around the four learning frames in their Advisory Learning Plan (ALP).

ADVISORY LEARNING PLAN ADVISORY LEARNING GOALS Student Individual Progression Goals

Learning Pathways

Year Level Developmental Goals

21st Communication 21st Numeracy Creative and Entrepreneurial Thinking Ethical and Intercultural Awareness Personal and Social Development Critical Thinking The Arts Learning ‘How’ to Learn

ADVISORY LEARNING PROGRAM

Student Name

Exploring Learning Goals

Discovery Learning Goals

Essential Learning Goals Math

English

STUDENT PERSONALISED GOALS

Student Name

PILT Project Goals

Community Project Goals

Personal Project Goals

LTI or Mentoring Goals

Learning How to Learn

Other

This maps out the plan for their Advisory Learning Program, from which they then plan and resource lessons and draft their weekly Advisory timetables.

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WHAT IS THE SILKWOOD WAY LE ARNIN G DESIGN

INDIVIDUAL STUDENT LEARNING PROGRAM During start-up week, as part of the planning cycles for both students and Advisors, Advisors collaborate with their students to begin setting their personalised goals and structuring their Individual Learning Plan (ILP) goals around these learning frames.

STUDENT INDIVIDUAL LEARNING PLAN STUDENTS ILP GOALS

Learning Pathways

Student Individual Progression Goals

21st Communication 21st Numeracy Creative and Entrepreneurial Thinking Ethical and Intercultural Awareness Personal and Social Development Critical Thinking The Arts Learning ‘How’ to Learn

This aligns both plans and creates an individual learning program for each student.

STUDENT INDIVIDUAL LEARNING PROGRAM

Learning Goals Learning Pathways

Year Level Exploring

Discovery

Essential Maths

English

Personalised PILT Project

Personal Community Project

Personal Discovery Goals

Other

21st Communication 21st Numeracy Creative and Entrepreneurial Thinking Ethical and Intercultural Awareness Personal and Social Development Critical Thinking The Arts Learning ‘How’ to Learn

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Students and Advisors then collaborate to align the student and Advisory timetables, ensuring students attend the advisory lessons needed to progress toward their goals.

In the junior and early primary years, advisory and student individual timetables are similar, as many of the student's goals are the same due to their learning progression points being closer together. As a result, there is more group learning time and less personalised learning time in these years.

Learning progression points become more diverse as students move through the primary and middle school years. As a result, students' individual and advisory timetables become more diverse and in response, students experience a greater blend of personalised and group learning.

When students reach the Senior School, their learning goals are quite diverse, resulting in more personalised learning time in advisory and students' timetables.

SCHOOLS

TIMETABLES

Junior School

PILT

Primary School

PILT

Middle School

PILT

Senior School

PILT

Exploring Exploring

Essential

Discovery

Essential

Discovery

Exploring

Essential

Discovery

Exploring

Discovery

In response to the regular progress meetings in the planning cycles – ongoing adjustments are made to both the advisory and an individual student’s Learning Program and timetables.

As a result of these processes, each Advisory and Student Learning Program is unique, flexible, and constantly evolving. It delivers essential year-level learning experiences while responding to each student’s individual needs and interests, ensuring a personalised experience for every student and Advisory class.

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WHAT IS THE SILKWOOD WAY LE ARNIN G DESIGN

LEARNING IN THE SILKWOOD WAY Our unique pastoral care approach, Learning in The Silkwood Way, supports the Learning Program. It encompasses how we lead and organise our campuses, how students learn together (our student culture) and how they are supported with their wellbeing and learning.

It is vital for the success of our Learning Design that each student feels empowered on their Silkwood learning journey - Learning in The Silkwood Way defines how this looks.

IT INCORPORATES: THE SILKWOOD WAY ADVISORY MODEL The way we lead and organise our campuses to ensure we have small learning communities.

THE SILKWOOD WAY MOMENTS THAT MATTER PROGRAM Our program of intentionally created Silkwood traditions acknowledges, celebrates, and honours a student's journey while creating unforgettable memories.

THE SILKWOOD WAY DEVELOPMENTAL PHASES How we bring about an age-appropriate (developmental) focus, approach and feel to student learning.

THE SILKWOOD WAY STUDENT LEARNING CULTURE How we create an environment that enables students to: Self-manage Focus on learning Learn together respectfully Strengthen and support their social and emotional development.

*REFER TO PAGES 53 TO 70 FOR MORE DETAILS

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THE SILKWOOD WAY LEARNING DESIGN IN A NUTSHELL The Silkwood Way Learning Design brings the Vision, Purpose, Mission and The Silkwood Way Aims to life.

It begins with eight Learning Principles that frame and guide decision-making around the Learning Design.

Interconnecting and sitting at the heart of the Learning Design is a Student’s Personal Learning Profile.

The Silkwood Way Learning Pathways step out our the Aims into ‘progressions’ of learning. These form The Silkwood Way Learning Journey and are the pathways that each student progresses along to achieving The Silkwood Way Aims.

Student and Advisor Learning Plans and Cycles develop these progressions into student learning goals.

These learning goals are then set into play through The Silkwood Way Learning Program.

Supporting the Learning Program is Learning in The Silkwood Way. This is our unique pastoral care approach. It encompasses the way we lead and organise our campuses, how students learn together (our student culture) and how they are supported with their wellbeing and learning.

This makes up our transformative and unique Learning Design – The Silkwood Way.

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WHAT IS THE SILKWOOD WAY LE ARNIN G DESIGN

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2

THE SILKWOOD WAY LEARNING FRAMES IN DETAIL

ESSENTIAL LEARNING FRAME In Essential Learning, we are following in the footsteps of Finland’s much-lauded educational program – by paring back explicit Math and English teaching to only those skills that are building blocks for functional development and vital 21st-century life skills.

AN INDIVIDUALISED PROGRAM These skills are mapped out in the Math and English individual student progressions, ensuring each student has individualised goals appropriate to their skill level and capability.

EXPLICIT TEACHING STRATEGIES As any well-researched 21st-century schooling program understands, foundational Math and English skills are important building blocks to all learning. For this reason in Essential Learning we use highly successful evidence-based literacy and numeracy methods that align with Silkwood’s approach.

MASTERY ASSESSMENT The essential skills are assessed at a mastery level to ensure students have integrated the skill and are ready to move on to the next building block.

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LEARNING FRAMES IN DETAIL

STUDENT ENGAGEMENT In Essential Learning, lessons are simple and direct. Using an explicit, targeted approach means that students are given focused time to make progress – the more time and focus they give, the quicker their learning will progress.

This provides a point of difference to the traditional education model, which focuses on teaching the same year-level content to each student regardless of prior competency.

Once a student has completed all of the skills in the Essential Math and English learning progressions, they continue to extend their math and English skills in the other learning frames through the 21st-century communication and numeracy pathways.

21ST-CENTURY COMMUNICATION (ENGLISH)

21ST-CENTURY NUMERACY (MATH)

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EXPLORING LEARNING FRAME The Exploring Learning time focuses on Silkwood-inspired developmental (ageappropriate) content, hands-on learning experiences, and inquiry approaches to engage students in: Expanding their knowledge and understanding of our natural world and cultural differences

Extending their communication and financial literacy skills

Building their capacity to be physically active, adventurers, performers, artisans, sportspeople, and enterprisers.

We use year-level developmental themes to guide our content and design activities to enhance student engagement.

EXPLORING THEMES Year Level

Theme

Early Childhood

Fantasy and imagination stories

Year 1

Indigenous creation and ways of living stories

Year 2

Māori, Pacific Island, and Irish Tales

Year 3

The Iron Age Farmers, Hebrews, and Ancient China

Year 4

Viking and Egyptian times

Year 5

Ancient India and Greece

Year 6

Ancient Rome and the Middle Ages – the birth of modern city dwelling

Year 7

Ancient Middle East and The Age of Discovery

Year 8

The Renaissance, Age of Enlightenment and Space

Year 9

The Age of Revolution - scientific, democratic, and industrial revolutions

Year 10

The 20th Century – War, Peace, and Social Justice

Year 11-12

Our Modern World – The Information Age and Western Impact

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LEARNING FRAMES IN DETAIL

These themes take students through significant historical periods. Along the way, they engage with stories related to these periods, cultural practices, processes, and ways of living. These themes provide students with a deeper understanding of the impact of historical periods on humanity and our modern world – thereby strengthening their own humanity.

Using the year-level progressions, which have integrated traditional subjects in the Australian Curriculum of: Science Humanities and the Social Sciences Technologies Health and Physical Education The Arts.

Advisors plan their advisory exploring time into sessions, which may include short daily or extended blocks of time, through the following learning experiences: Inquiry Projects (Exploring and a Community Project) Experiential, hands-on activities Sports and games Specialist Italian Specialist Music Age-appropriate competitions.

They ensure that these experiences support students to: Discover and explore new interests Have authentic learning connections to the real world Deepen understanding and perspectives about the uniqueness of our world Foster curiosity and a love of learning.

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EXPLORING LEARNING FRAME

EXPLORING PROJECTS Exploring projects are inquiry-based, aiming to expand interests, develop curiosity, enhance critical thinking, and build problem-solving skills while deepening students' understanding of the world. Students complete at least four exploring projects each year as part of their learning plan.

Using developmental themes and age-appropriate content, students develop an inquiry project by following these steps:

DESIGN INQUIRY QUESTIONS:

CURIOSITY CAPTURE:

1

3

5

34

Advisors use age-appropriate experiences to engage wonder and curiosity about a theme or topic.

INVESTIGATE AND RESEARCH INQUIRY QUESTIONS:

Students investigate and research to answer their questions.

REFLECT:

Students reflect on feedback and consider what they have learnt.

2

Students design inquiry questions to help them deep dive and explore the topic.

DEVELOP AND SHARE FINDINGS:

4 Students develop their findings and share them for feedback.

LEARNING FRAMES IN DETAIL

In Junior and Primary school, students work on developing the foundational skills to work independently on their projects. They begin by using guided inquiries as a group and then as students’ skills develop, they increasingly work with more autonomy.

During the Silkwood journey, Advisors progressively introduce more complex reflection, research, critical thinking, and problem-solving skills in age-appropriate ways. These skills support students across all areas of their work.

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EXPLORING LEARNING FRAME

A COMMUNITY PROJECT Students complete a community project every year. This is generally done as one of the exploring projects; however, it may also be incorporated into a broader inquiry project or personal interest project.

To ensure rigour, these projects use the inquiry project steps to discover and explore a genuine community problem and investigate ways they can solve it. This means community projects require far more than volunteering or community service. They are also an attempt at finding ways to solve challenges in our world.

JUNIOR SCHOOL

PRIMARY SCHOOL

MIDDLE SCHOOL

SENIOR SCHOOL

36

Students begin working on community projects that solve a challenge or make an improvement within the school environment. This allows Advisors to work with students on the foundational skills they need for more independence in the Primary School.

At year-level, Advisors continue building on the students' capacity to develop and manage their projects through smaller interest groups. These are local, communityrelated projects.

Advisors support students to develop and manage either an individual or a small group project with a local, regional, or national impact. Using a 'Paying it Forward' culture and building increased real-world connections, student choice and leadership, students learn to benefit the community beyond themselves.

Advisors encourage students to think more broadly about global improvement projects and build on the skills learnt in the early years to enhance the rigour of their community projects. These projects may be individual or group efforts and can be completed within a year or extended across the senior years if more in-depth work is required. This project is a mandatory component of every student's graduation portfolio. You can read more about this on page 82.

LEARNING FRAMES IN DETAIL

EXPERIENTIAL ACTIVITIES Using a year-level experiential activity program, students engage in learning practical skills to help them become performers, artisans, and business thinkers.

This is hands-on practical learning time where students make, create, and perform through: Handcraft, woodwork and visual art projects Performing art activities Developing small businesses Activities are designed to be developmentally appropriate for each year-level group, with enough challenge and rigour to ensure that genuine skills useful to life are developed.

The skills learned here support students in being able to make things for their project work, present their work in creative and engaging ways, expand their interests, and develop a range of practical skills that are useful in life.

ITALIAN LANGUAGE LESSONS Learning to master a second language is healthy for a young person’s development. Not only is it a challenge to learn to speak another language, but it also brings a more profound respect for other cultures and people who immigrate and have to learn English.

We have chosen Italian as our foreign language program. In Prep to Year 7, students participate in an Italian lesson once a week. It is offered as elective offerings in Years 8 – 12.

The Italian teacher works with year-level advisories to include Italian speaking and cultural opportunities where possible.

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EXPLORING LEARNING FRAME

AGE-APPROPRIATE COMPETITIONS In the Exploring Program, Advisors link learning (where age-appropriate) to real-world competitions to help create a sense of adventure with their learning. Whether it is a competition for: Chess Debating Sport

Art Dance E-Sports

Drama Literature Music Events

We encourage students to give it a go—win some, lose some—as this helps build their resilience. It's a great way to foster life skills and personal growth.

SPECIALIST MUSIC Research clearly shows the vital role music plays in healthy brain development for young people. For this reason, we immerse students in music (where possible) in their learning program and deliberately build their musical capacity through our specialist music program.

Our timetabled Music Program runs from Prep to Year 7, where students participate in weekly specialist music lessons. This then moves into elective offerings for Years 8 – 12.

As part of this program, Year 3 students do additional weekly lessons as we begin our instrumental Music Program. Here, every student is taught to play a string instrument.

From Year 4, students may continue to participate in our instrumental program through our experiential performing arts activities of ensembles, orchestra, bands, choirs.

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LEARNING FRAMES IN DETAIL

SPORTS AND GAMES Being physically active is an important part of wellbeing and a healthy lifestyle. Everyone has the capacity to improve their physical agility. Our Sport and Games Program involves developing important physical agility and learning to play games and sports.

In the Junior School, this begins with old fashioned street games that use simple rules that are focused on building important physical skills and agilities.

In the Primary School, it builds into games that require more agility and, therefore, practice to succeed.

Moving into the upper primary, middle, and senior years, we introduce competitive sports with complex rules and physical activities that require discipline to master.

All of this brings Exploring Learning developmentally appropriate ways.

time

to

life

in

meaningful

and

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DISCOVERY LEARNING FRAME Discovery Learning time takes students on a journey of self-discovery through personal and social development pathways that support them to develop their capabilities around: Learning how to learn Self-regulation Social, emotional, and physical wellbeing Conflict resolution Effective communication Collaboration and teamwork Personal awareness Intercultural connections Advisors choose the skills and content for discovery time based on the goals outlined in their Advisory Learning Plan (ALP) and their students' personal interests. During start-up week, they collaborate with their students to establish group and individual discovery goals within their Individual Learning Plans (ILPs).

Advisors plan and progress these goals through: Daily check-in and check-out sessions Weekly discovery lessons and workshops Town Halls (whole year-level meetings) Incursions, excursions, and camps.

To progress these goals, Advisors and students use: Reflective and Restorative Practices Philosophical Inquiry Real-World Adventures Inspiring Stories Outdoor Learning Age-Appropriate Social and Personal Development Programs Growth Mindset and Habits of Mind

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LEARNING FRAMES IN DETAIL

REFLECTIVE AND RESTORATIVE PRACTICES These practices support students to develop their self-awareness and improve their relational skills by: Building their personal reflective skills Engaging them in resolving conflict through restorative practices. This school-wide practice uses reflective dialogue to get to the ‘heart’ of why something has happened, focuses on ways to move forward, and accountability to repair any harm caused by behaviour.

PHILOSOPHICAL INQUIRY Philosophical inquiry is a practice that uses a student’s natural desire to be a budding philosopher to develop their creative, rational, and critical thinking capabilities.

Here, students work together to deeply consider fundamental questions without defined answers about existence, reality, knowledge, ethics, or other significant life questions.

Through this process, they reflect on their beliefs, assumptions, and arguments while learning to confidently articulate their perspectives and engage thoughtfully with diverse viewpoints.

It begins in the junior years with advisors using a young child’s natural sense of wonder and curiosity. It builds on students' rational thinking to engage in deep questions about existence, reality, knowledge, ethics, or other life questions.

This is done in developmentally appropriate ways: JUNIOR SCHOOL

PRIMARY SCHOOL

Leveraging a young child's natural sense of wonder and curiosity about the world around them.

Tapping into a student's natural desire to learn more about themselves through selfexploration activities.

MIDDLE SCHOOL

SENIOR SCHOOL

Engaging students' natural inclination to argue through challenging questions that help them explore their identity.

Encouraging a student's natural desire to be rational thinkers and express who they are.

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DISCOVERY LEARNING FRAME

REAL-WORLD ADVENTURES Adventure is important for healthy child development. Unfortunately, modern lifestyles impact this with screens that entertain the mind and immobilise the body. Our RealWorld Adventures have been designed to bring balance back to this area and develop a healthy mindset towards engaging with nature and facing life challenges – it is an integral part of Discovery Learning.

We do this through a series of extended adventures (away from school and home) that begin in Year 2 with locations thoughtfully selected to support students in growing their: Independence from home Collaboration and deeper connection with their peers Confidence through an authentic and safe experience outside their comfort zone (home) Self-awareness of their relationship to our country.

“We are eternally grateful for such a unique experience that we will treasure and pull knowledge from for the rest of our lives.”

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LEARNING FRAMES IN DETAIL

It culminates in Year 12 with an unforgettable adventure to the red centre of our beautiful country – a memory that leaves a lasting impact on a young person’s life.

Our Real-world Adventures are designed to be developmentally appropriate, inclusive for every student and offer the right level of challenge to safely develop character and confidence for the age group. This means that although they have an element of fun, the intention is to engage students in adventures where they face significant ageappropriate challenges that they need to overcome. In taking this journey, students get an authentic opportunity to stretch their capabilities, build resilience and apply a growth mindset to a significant challenge.

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DISCOVERY LEARNING FRAME

INSPIRING STORIES Inspiration gives us hope and the spirit to discover more about ourselves and life. For this reason, Discovery Learning immerses students in life wisdom by engaging them with inspiring life stories. This begins with the Advisor selecting age-appropriate stories linked to developmental themes in the early years and builds to student-selected connections in the Senior School.

OUTDOOR LEARNING We know that grounding students in nature is a vital strategy for wellbeing and healthy development, so in Discovery Learning, we actively focus on getting students outside and connecting to nature. We do this through deliberately planned outdoor check-in/out activities or discovery lessons as part of a student’s timetable every week.

AGE-APPROPRIATE SOCIAL AND PERSONAL DEVELOPMENT PROGRAMS As part of Discovery Learning, every year level runs age appropriate social or personal development programs or workshops. These programs are selected for alignment with The Silkwood Way approach, best practices, and positive outcomes for students.

Examples of these are: Rock and Water Time and Space

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The Hero’s Journey The RITE Journey

LEARNING FRAMES IN DETAIL

GROWTH MINDSET AND HABITS OF MIND Throughout the entire learning program, Advisors use: The Habits of Mind which are a defined set of behaviours that help students think critically about how they learn and A Growth Mindset which is the belief that abilities can be developed through dedication and hard work.

To make learning visible, foster critical thinking about how they learn, and build resilience towards continuous personal growth. In discovery learning time, they focus in ageappropriate ways on lessons to explicitly lay down the foundations and deepen the understanding of how this helps a student with their learning and in life.

Reflective and Restorative Practices

Philosophical Inquiry

Real-World Adventures

Inspiring Stories

Outdoor Learning

Growth Mindset and Habits of Mind

Age-Appropriate Social and Personal Development Programs

All of these bring together an advisory and individual Discovery Program for each student.

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PERSONAL INTEREST LEARNING FRAME (PILT) Personal interest learning time is project-based learning that empowers students to delve into their interests and links them with real-world learning experiences. It's designed to offer students the chance to: Cultivate entrepreneurial, critical, creative, and business thinking skills Explore their ideas, interests, and passions Recognise the possibilities and connections for real-world work based on their ideas and interests.

THE PERSONAL INTEREST LEARNING JOURNEY Every student at Silkwood works on personal interest projects in developmentally appropriate ways. For this reason, it looks and feels different on each campus.

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LEARNING FRAMES IN DETAIL

JUNIOR SCHOOL

PRIMARY SCHOOL

MIDDLE SCHOOL

SENIOR SCHOOL

In Prep, PILT begins simply by focusing on an Advisorplanned project designed to support students in exploring their interests through play-based learning and provocations. Students begin developing the skills to manage their own project through this work. This work continues into Year 1 where, if a student is ready, with guidance from their Advisor, they begin to design their own or group projects.

From Year 2, the Advisor supports students to delve more deeply into their interests by guiding them through smaller group projects and then transitioning them, when ready, into crafting their own Personal Interest Project.

Here, they collaborate with their Advisor to learn how to design a project tailored to their interests and set PILT goals in their Individual Learning Plan (ILP).

In Middle School, PILT projects gain rigour by incorporating mentors and real-world connections.

Emphasising student choice and leadership, Advisors facilitate and challenge, resulting in sophisticated project plans with extended durations, real-world mentors, and deeper inquiry.

When students reach the Senior School, their Individual Learning Plan (ILP) is mainly dedicated to PILT, including a Learning Through Internship (LTI) project and activities focused on developing their graduation portfolio.

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PERSONAL INTEREST LEARNING FRAME

PROJECT CYCLE AND PLAN PILT projects are developed using a simple Planning Cycle:

EXPLORE INTERESTS AND IDEAS

REFLECT AND REVIEW

All students engage in the PILT project cycle. The

DEVELOP A PROJECT PLAN

processes in each step are developmentally appropriate and reflective of the PILT journey, so they look EXHIBIT PROGRESS

different at each year level.

CONNECT TO REAL WORLD LEARNING

ENACT THE PLAN

All students engage in the PILT project cycle. The processes in each step are developmentally appropriate and reflective of the PILT journey, so they look different at each year level.

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LEARNING FRAMES IN DETAIL

THE PILT PLANNING CYCLE IS STRUCTURED AROUND A PILT PROJECT PLAN, WHICH INCLUDES:

1

AN ESSENTIAL QUESTION

2

PROJECT GOALS

3

ACTION PLAN

4

A thought-provoking question that provides direction and depth to the project.

Instead of simply studying butterflies, we explore questions like, ‘How do the colours of a butterfly effect its life and those around it?’

Each project sets five learning goals drawn from the learning progressions.

These focus and add rigour to the project by outlining 'what' the student aims to learn.

An ongoing plan that shows their fortnightly actions to progress their project.

REAL WORLD CONNECTIONS While Advisors assist students in advancing their projects and guide them on how to develop and follow their plans, they are not expected to be experts in the project's subject matter. For this reason, an important aspect of project planning is the student seeking a mentor with expertise in the project focus who can offer guidance and help them progress their project.

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PERSONAL INTEREST LEARNING FRAME

REAL WORLD CONNECTIONS Fostering links with real-world learning is vital for developing students’ entrepreneurial spirit and creating a meaningful connection to real life through their projects.

In the Junior and Primary Schools, real-world learning experiences are fostered through excursions, incursions, community mentorships, peer support, and lunch clubs, enhancing understanding and exploring their project interests.

In the Middle School, real-world emphasis on exploration empowers students to cultivate essential skills by seeking and leveraging expertise from mentors in their chosen field.

This involves formal mentorships, shadowing, and immersive learning opportunities, fostering real-world connections and deepening understanding and awareness.

In the Senior School, this process develops to include more complex or advanced Learning Through Internship (LTI) opportunities, a fundamental part of the seniors' Personal Interest Learning time. All senior students are expected to be out-learning in an LTI twice weekly.

LEARNING THROUGH INTERNSHIPS (LTIS) LTIs are the gold standard of mentoring for PILT projects. They are what we work towards with our mentoring program. They are designed to build knowledge, understanding and skills in the context of authentic work related to a student’s PILT project. They differ from work experience as they are real workplace projects created by the student under the direction of a workplace mentor.

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LEARNING FRAMES IN DETAIL

REAL WORLD LEARNING COORDINATOR To support the PILT mentorship process, Silkwood has dedicated Real-World Learning Coordinators. They support Advisors and students in making connections with realworld mentors. They also oversee the administration needed to ensure students are safe and mentors meet the school's compliance measures.

The best part of my role is helping students connect to real-world learning experiences directly related to their passions and interests. It is such a rewarding and positive experience to see them learn in this space, and what these young people get to do in Years 11 and 12 at Silkwood is truly special – it is an exciting chapter of their learning journey!

TAI HOOD, REAL-WORLD LEARNING COORDINATOR

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L EARNING IN THE SILKWOOD WAY IN DETAIL

THE SILKWOOD WAY ADVISORY MODEL A vital part of our Learning Design's success is ensuring each student is well supported and that personalised learning can flourish. Research shows that smaller schools and classes are essential to making this happen.

For this reason, using the well-researched Big Picture Education advisory approach, coupled with our developmental approach, we have designed The Silkwood Way Advisory Model. This model is focused on keeping our school campuses and classrooms small, personal, and connected.

Our campus and learning program is designed into: LEARNING COMMUNITIES Consisting of around 250 students aligned to a developmental phase.

LEARNING CYCLES These communities are then broken into 2 or 3 year learning cycles relevant to a developmental stage.

ADVISORY Students then work together in year-level groups of around 18 with the same teacher (Advisor) for each learning cycle – this is called an advisory.

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LEARNING IN THE SILKWOOD WAY IN DETAIL

Our Learning Communities and Learning Cycles are set in the following ways: LEARNING COMMUNITIES

LEARNING CYCLES

Early Learning

Kindergarten

Junior School

Prep - Year 1

Primary School

Middle School

Year 2 - 3 Year 4 - 5 Year 6 - 7 Year 8 - 9

Senior School

Year 10 - 12

Virtual Learning and Alternative Pathways

Year 4 - 12 (multi-age)

An advisory student-to-teacher ratio is set to allow Advisors time to get to know each student and for students to get to know each other well. Ratios are set as follows: PREP – YEAR 1 In Junior School, advisories have 22 students with an Advisor and an Assistant. This gives a student/staff ratio of 1:11.

YEARS 2 – 12 In Primary, Middle, and Senior School, advisories have 18 students, providing a student/teacher ratio of 1:18. For students identified as needing a smaller learning group to progress their learning, we have advisories with lower student/teacher ratios for each year level.

VIRTUAL LEARNING AND ALTERNATIVE LEARNING PATHWAYS: In these programs, advisories have a range of 10–18 students, depending on learning needs. They work in Primary, Middle, or Senior School advisory multi-age groups.

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THE SILKWOOD WAY ADVISORY MODEL

ADVISORY APPROACH A campus Principal or Head of School oversees each Learning Community and leads the teaching team in implementing The Silkwood Way. They work alongside the Strategic Leaders, Administration, and Site Teams to ensure the day-to-day operations run smoothly. They bring leadership teaching expertise and foster positive partnerships between students, families, and Advisors.

Each advisory is led by an Advisor who is more than a teacher.

Not only is an Advisor a: Qualified Teacher Specialist in teaching strategies for the age group they are working with Specialist in planning, delivering, and assessing TSW learning program.

They also act as a case manager working in partnership with the teaching team, students, families, and the broader community to: Differentiate, individualise, and personalise a student’s learning Connect a student’s learning to real-world learning opportunities Support students to progress their learning goals Focus students on behaving in ways that support their wellbeing and learning progress.

The Silkwood Way’s advisory approach moves the traditional student-teacher relationship into a partnership between an Advisor and a learner and keeps our schools small, personal, and connected.

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LEARNING IN THE SILKWOOD WAY IN DETAIL

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OUR MOMENTS THAT MATTER PROGRAM While learning is exceptional daily at Silkwood, we have designed special Silkwood traditions to connect, acknowledge, celebrate, and honour students on their Silkwood journey.

These moments are designed to: Create unforgettable memories for young people to draw on as meaningful support throughout their lives, which we call ‘peak moments’ Provide significant whole learning community developmental experiences Deepen intercultural and natural world connections.

They include: Termly festivals Transition and Graduation ceremonies Student birthday celebrations Culminating events that are part of our Learning Program Whole campus days that engage students in activities to use their thinking and creative skills School-wide events that honour specific groups of people, i.e. Grandparents Day Australian or world celebrations that align with our learning program.

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LEARNING IN THE SILKWOOD WAY IN DETAIL

TERMLY FESTIVALS SILKWOOD CELEBRATES THE CLOSE OF EACH LEARNING TERM WITH A

We honour the diversity of world cultures through the gifts that making and sharing food brings.

Dreaming Festival

In an acknowledgement to country, we honour the traditional custodians of this land in a festival celebrating indigenous culture.

TERM 2

Harmony Festival

TERM 4

TERM 3

TERM 1

STUDENT FESTIVAL. Festival of Light

We welcome in the cooler months with a visually beautiful festival celebrating light and fire.

Festival of Water

We welcome in our warmer days with a festival where we give thanks for the fun, wonder and life that water brings.

Celebrating these festivals enriches school life and the schooling experience by uniting the school community, connecting to nature, and nurturing a reverence often lacking in today's fast-paced, modern world.

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THE SILKWOOD WAY - MOMENTS THAT MATTER

TRANSITION CEREMONIES To honour the transition from one learning community to the next, we celebrate with a specially designed age-appropriate ceremony. These ceremonies include song, story, individual words for each student and a forever keepsake.

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EARLY LEARNING

PREP

YEAR 1

YEAR 2

YEAR 5

YEAR 6

YEAR 9

YEAR 10

LEARNING IN THE SILKWOOD WAY IN DETAIL

SILKWOOD SCHOOL GRADUATION Bringing the Silkwood learning adventure to a close is a significant chapter in young people's lives; we treat it as such.

Once students have completed their final senior exhibition, we mark the closing of their time at Silkwood with a graduation ceremony. This ceremony is a celebration of the Silkwood adventure in its entirety, a time of closure and well-wishes for new beginnings.

We take time to acknowledge each student's individuality with a special gift, words, story and song as we come together and wish them the best for their new beginnings.

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THE SILKWOOD WAY DEVELOPMENTAL PHASES Each learning community has a unique developmental phase drawn from modern and educational developmental psychology. They bring an age-appropriate focus, approach and feel to the learning and help Advisors plan and respond to students in ways that support them in feeling affirmed and cared for.

EARLY CHILDHOOD – JUNIOR SCHOOL: THE PHYSICAL PHASE BUILDING FOUNDATIONS – Nurturing imagination and strengthening the body.

In this phase, we are building the foundations for vital physical and brain development.

These foundations are needed to grow creative, critical, and rational thinking skills and to support future physical growth.

For this reason, in the early and junior learning programs, we focus on learning through exploring the natural world, self-directed play, movement games, kinaesthetic activities, music, oral storytelling, singing, cooking, arts and crafts and inquiry provocations. This strengthens a young child’s physical growth and nurtures the imaginative faculties they need for future development.

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LEARNING IN THE SILKWOOD WAY IN DETAIL

PRIMARY SCHOOL: THE CREATIVE PHASE NOURISHING CREATIVITY – Developing a sense of self through history, the natural world, and the arts.

In this phase, a child’s imagination grows into a hunger to know ‘what’ the world is all about - it is a time of inquiry: How? What? Why? When? and What for? We balance this quest for knowledge with learning through the arts and our natural world, allowing the foundations of imaginative thinking to grow into creativity.

Primary school learning focuses on enlivening creativity using traditional stories, outdoor exploration, and manual, visual and performing arts. They deep dive into ancient periods of history and real-world work of old, exploring and constructing learning from both historical times and the student's own world, dispositions, and interests.

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THE SILKWOOD WAY DEVELOPMENTAL PHASES

MIDDLE SCHOOL: THE EXPLORING PHASE ADVENTURING WITH LIFE – Exploring who I am and what I stand for.

Middle school is a time of growing independence and self-discovery, amidst rapid physical changes that can be sensitive and self-conscious. Students require a learning program that balances self-focus with experiences that encourage risk-taking, exploration, and challenges that lead to personal growth. Our Middle School program is designed precisely for this purpose.

We lead students on adventures that build confidence through challenges and engage them in debates that promote self-reflection and critical thinking. They explore the lives of discoverers and changemakers, engage in community projects, dive deep into their personal interests, and go on adventures. These experiences lay the groundwork for discovering their identities, sharpening their critical thinking skills, and cultivating resilience to face life's challenges.

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LEARNING IN THE SILKWOOD WAY IN DETAIL

SENIOR SCHOOL: THE EXPRESSIVE PHASE USING MY VOICE - Expressing who I am, exploring my life possibilities.

In senior school, they are building on their growing sense of identity and are more than ready to explore their expression of this in their lives.

We respond to this in the Senior School by immersing our emerging adults in the complications of real-world projects and life-changing experiences and exploring their own unique pathways to their future.

This is their learning program. One that treats them like adults and shows them they are more than capable of doing great work in the world – the world is their oyster, and we empower them to learn from that space.

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THE SILKWOOD WAY STUDENT LEARNING CULTURE Creating the right atmosphere for our students to engage with and progress their learning is equally important as providing students with engaging learning experiences.

This is what our Student Learning Culture is all about – creating an environment that enables students to: Self-manage Focus on learning Learn together respectfully Strengthen and support their social and emotional development.

Research shows that the best way to support students' mental and emotional well-being is to engage them in learning that they feel is meaningful to their lives.

Our students’ Individual Learning Plan (ILP) does just that and is the focal point for our Student Learning Culture. We start from this place to grow our student culture and circle back should challenges arise.

WE UNDERPIN THIS FOCUS WITH THE FOLLOWING: A DEVELOPMENTAL APPROACH Setting behaviour expectations and processes aligned to and reflective of the developmental phase of the student.

AN AUTHORITATIVE STYLE Striking a balance between rules, nurture and care. We place Values and Guiding Principles at centre stage rather than rules and consequences.

A LEARNING MINDSET We understand that behaviour can be improved and progressed. We view this as a valued learning process.

RESTORATIVE PRACTICE A practice that uses reflective dialogue to get to the ‘heart’ of why something has happened focuses on ways to move forward and accountability for repair to any harm caused by poor behaviour.

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LEARNING IN THE SILKWOOD WAY IN DETAIL

OUR VISION FOR STUDENT BEHAVIOUR: Young people want to learn – it is innate in them – therefore, our role is to help them discover and learn more about themselves through: Understanding their impact Developing a respect for self, others and their world Developing mature communication and behavioural responses.

This empowers them to become self-aware and take responsibility for their actions. We see this as the gateway to being able to thrive in the world.

To achieve this, we approach behavioural development as an integral part of learning at Silkwood. Just as students set goals for their learning, they also set goals to develop the personal skills they need for:

HEALTHY THINKING

POSITIVE HABITS

ENGAGEMENT WITH THEIR LEARNING

CONNECTING WITH OTHERS

MAKING BEHAVIOURAL DEVELOPMENT PART OF EVERYDAY LEARNING AT SILKWOOD

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THE SILKWOOD WAY STUDENT LEARNING CULTURE

THE SILKWOOD WAY STUDENT VALUES The centrepiece of our Student Learning Culture are our Student Values – these focus on behaviours that support a safe and caring learning community.

BEING CONNECTED

THINKING INNOVATIVELY

LEARNING COURAGEOUSLY

LIVING RESPECTFULLY

Each learning community expresses ‘what we mean’ by these values through ageappropriate Guiding Principles.

Our Student Values and Guiding Principles define our expectations for student behaviour through a positive framework rather than a rules-based approach.

DISCOVERY DISCUSSIONS When students do not honour our Guiding Principles, we begin with a discovery discussion. The purpose of which is to: Engage students in their responsibilities of Learning in the Silkwood Way And support students to understand what are the positive and right choices for themselves and others.

These discussions may be as simple as refocusing students' attention and reminding them of their responsibilities and expectations or may require a more complex discussion around changes needed to their ILP to:

Improve their learning engagement.

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AND

Support them in aligning their behaviour with our guiding principles.

LEARNING IN THE SILKWOOD WAY IN DETAIL

This is a deliberate shift away from traditional schooling that uses the following strategies to manage student behaviour:

Teacher-driven classroom management strategies.

AND

Rules, punishment and rewards to manage behaviour.

In contrast, Learning in The Silkwood Way works in partnership with the Advisor, student and their family to put...

A student’s engagement and progress with their learning plan.

AND

Respect for our Values and Guiding Principles.

...at the centre of supporting young people to become responsible managers of their own behaviour. This is the cornerstone of success when Learning in The Silkwood Way.

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THE SILKWOOD WAY STUDENT LEARNING CULTURE

It is important to note this approach does not mean we have no rules - we do.

In any environment, rules are needed for organisational and personal safety; we are no different. The Silkwood Way difference with rules is that they are kept to a minimum and well-considered to ensure they are absolutely needed and that they: Can be easily understood by a student Have a clear ‘why’ as to why they are needed Have a clear consequence for any breach that can be applied consistently.

This ensures we do not slip from an authoritative to an authoritarian approach.

AUTHORITATIVE BEHAVIOUR APPROACH At Silkwood School, an authoritative behaviour approach means we strive to create an environment of mutual respect between students and educators. We set clear and consistent expectations, encourage open dialogue, and value student input. This empowers students to understand the reasoning behind guidelines and take ownership of their actions, fostering independence and self-regulation. Rules and consequences only come into play when safety and/or compliance (legal) are put at risk.

AUTHORITARIAN BEHAVIOUR APPROACH In contrast, an authoritarian behaviour approach — which we avoid — would involve strict rules enforced without discussion or student input, prioritising obedience over understanding.

Such an environment can stifle communication and creativity and discourage developing critical thinking and self-discipline, qualities we actively cultivate in our students as part of The Silkwood Way.

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LEARNING IN THE SILKWOOD WAY IN DETAIL

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4

T HE SILKWOOD WAY DIFFERENCES

DOING ASSESSMENT DIFFERENTLY If you believe that tests and exams are the ultimate measure of student success, The Silkwood Way will revolutionise your perspective! We purposefully steer away from this traditional approach.

WHY? Because research indicates that while assessment is vital for gauging progress, the ‘way’ we assess can significantly impact student wellbeing and learning engagement.

For this reason, The Silkwood Way prioritises formative assessment through our progressions to drive student growth. Unlike summative assessments, which gauge learning at the culmination of an instructional period, formative assessment constantly tracks progress and tailors learning to current needs. This method underscores ongoing development rather than static performance evaluations, fostering a culture of continuous growth.

Learning progress is, therefore not confined to a single moment, such as a bi-annual report card or a solitary exam score. It is an ongoing journey embedded within each student's Personal Learning Profile (PLP), illuminated through the student learning progressions. Parents can track their child's growth at any time by accessing their PLP, ensuring transparency and continuous insight into their development.

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THE SILKWOOD WAY DIFFERE NCES

STUDENT-LED EXHIBITIONS In addition to tracking progress through the student’s PLP, every semester, each student holds an exhibition for their Advisor, family, and other invited guests to:

SHOWCASE THEIR

SHARE THEIR

SEEK

PORTFOLIO OF

PROGRESS ON THEIR

FEEDBACK ON

LEARNING

GOALS

THEIR LEARNING

Student-led exhibitions are a well-researched, authentic, student-focused approach to assessment. They replace traditional parent-teacher meetings with more relevant and indepth feedback on student progress and significant connections for students to their learning progress.

Students are supported by their Advisors to prepare their exhibition. They invite their parents/carers, mentors, Advisors, and other people (of their choosing) to participate in their feedback panel.

Students begin these in Prep with a guided exhibition format and, over time, grow their skills to a very sophisticated exhibition in their senior school years. Student improvement in learning and presentation of their progress is evident from one exhibition to the next.

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DOING ASSESSMENT DIFFERENTLY

FORMAL SCHOOL REPORTS Silkwood complies with the standards set out for all accredited schools, which requires publishing semesterly formal report cards to parents and carers. These traditional report cards are a point-in-time capture of learning achievements. They do not provide an authentic assessment of progress. Families are sent the link to their young person’s mandated report card at the end of term two and four. Our student-led exhibitions replace traditional Parent/Teacher interviews; however, if a parent wishes to discuss their young person’s progress with their Advisor, they can make this request anytime.

NAPLAN As part of our accreditation, Silkwood is required to participate in Years 3, 5, 7 and 9 NAPLAN testing. These are formal tests that students sit under test conditions. Parents can formally withdraw their young person from sitting these tests. Although we generally do well in these tests, we find them of no use as a measure of student learning. Our assessment processes outlined on the following pages offer more precise insights into student growth and development than a one-off, point-in-time standardised assessment such as NAPLAN. For this reason, Silkwood does not actively encourage participation in nor do we prepare students for or teach to NAPLAN tests to improve individual and school results.

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THE SILKWOOD WAY DIFFERE NCES

“We are passionate about how we do senior school differently and setting ourselves apart from standardised subject-based testing regimes of traditional senior schooling.”

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DOING ASSESSMENT DIFFERENTLY

DOING SENIOR SCHOOL DIFFERENTLY – A HEAD START IN LIFE

‘Young people’s schooling time is valuable – why would we use it to teach them things they see no relevance for? What better gift to give a student than time to explore, try out realworld work, learn things useful to the 21st-century and meaningful to them’.

VALERIE CAMPBELL-HOGG FOUNDER & CEO

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COMBINE LEARNING WITH VOCATIONAL CERTIFICATES

EXPLORE PASSIONS AND INTERESTS AS POSSIBLE POST-SCHOOL PATHWAYS

ACCESS DIRECT ENTRY UNIVERSITY PATHWAYS

ENGAGE IN MENTORSHIPS AND INTERNSHIPS

GRADUATE YEAR 12 WITH REAL WORLD EXPERIENCE

LAUNCH BUSINESS VENTURES

THE SILKWOOD WAY DIFFERE NCES

We are passionate about how we do senior school differently and setting ourselves apart from standardised subject-based testing regimes of traditional senior schooling.

Our focus on personalised learning plans based around a student's interests, needs, and 21st-century skills guides a student onto their life path more efficiently, confidently and in more meaningful ways than traditional schooling.

We understand this difference is a significant change to what people are used to and expect to see in a senior learning program. As a result, many people find themselves wrestling with questions….

“WHAT HAPPENS TO STUDENTS AFTER SILKWOOD? WHAT IF THEY WANT TO GO TO UNIVERSITY?”

“WILL CHOOSING TO DO SENIOR SCHOOL DIFFERENTLY DISADVANTAGE A STUDENT?” These are great questions, and we have many years of fantastic Year 12 results to help ease these concerns. These results allow us to be bold enough to declare that The Silkwood Way authentically gives students a head start in life.

Unbound from mandated senior school subjects, our senior students have the gift of time and flexibility to authentically explore possibilities for their future. Post-school pathways are not a fixed plan that students are locked into from Year 10 or something they need to figure out.

Whether a student wishes to be: An Entrepreneur, Intrapreneur or Business Person An Artisan or Adventurer A University Graduate or Explorer A Sportsperson or Game Player A Tradesperson A Homemaker The Silkwood Way personalises a meaningful pathway to support them in getting there.

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DOING ASSESSMENT DIFFERENTLY

EXTRAORDINARY YEAR 12 RESULTS While university pathways are needed for some students to pursue their passions and our results are great, what matters most to us is that our students leave Silkwood having explored many real-world pathways. They know how to flex and pivot, turn ideas into action, and, most importantly, feel confident about the post-school pathway they have designed.

We are very proud that over the last three years, our students have transitioned to life after school, pursuing their passions in the following ways: 11% started a business as part of their TSW journey.

7% embarked on global adventures.

27% secured employment in their area of interest.

55% enrolled in university or tertiary studies related to their passion.

ENTERPRISE

UNIVERSITY & TERTIARY 11%

55% YEAR 12 POST-SCHOOL

7%

PATHWAYS

TRAVELLING​ 27%

EMPLOYMENT

100% OF STUDENTS WHO SOUGHT A UNIVERSITY PATHWAY GOT ACCEPTED

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THE SILKWOOD WAY DIFFERE NCES

STUDENT QUOTES

"I’m grateful for my time at Silkwood. I had the opportunity to connect with mentors and experts, which was crucial in finding my pathway to university. My advice to future Year Twelves is to stay organised, be prepared, and enjoy your final year – it goes by fast!"

OLIVIA M "Silkwood has truly prepared me for my Bachelor of Marine Science at Griffith University. Through my project work, I was able to explore local marine ecosystems and assess biodiversity health, connecting with real-world mentors and experts. This experience was invaluable in turning my passion into a career path."

LEXIE H

"My time at Silkwood has prepared me for my future, allowing me to base many projects on environmental studies and outdoor recreation. Silkwood has helped me to achieve my goal of becoming a school teacher."

EDEN H

"The best advice I have for future Year 12 students is to use your time to explore your interests, hobbies, and passions.

The Silkwood Way's Senior School Program encourages this exploration through graduate portfolio projects, helping you truly find what you love doing and connecting it to real-world work" MYRA K

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GRADUATE PORTFOLIO Our Graduate Portfolio is an integral part of our senior students’ success.

It is a compilation of a student's work from Years 10 through 12 and demonstrates their capacity to explore, research, and develop as learners in their fields of interest.

The Graduate Portfolio allows our students to move beyond standardised government success measures of schooling. It is important to understand that this is not an easier assessment pathway for senior schooling; it is a comprehensive body of work requiring as much commitment and effort as traditional methods. However, this effort is rewarded with a more authentic, engaging, and meaningful way to demonstrate a student's talents, skills, and achievements.

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OUR GRADUATE PORTFOLIO INCLUDES:

A SENIOR THESIS PROJECT

SERVICE-LEARNING PROJECT

A SERIES OF LEARNING PLANS

AN AUTOBIOGRAPHY

A SERIES OF PROJECT EXHIBITIONS

STUDENT VIDEO PROFILE

LEARNING THROUGH INTERNSHIP PROJECTS

A POST-SCHOOL PROJECT OR UNIVERSITY OR TERTIARY STUDY PATHWAY

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GRADUATE PORTFOLIO

POST SCHOOL PATHWAYS Silkwood graduates use their portfolio to pursue diverse and exciting post-school pathways, spanning employment, vocational education, or university routes. Yet, its significance extends beyond these avenues. The portfolio serves as a compass, guiding students toward lifelong learning and nurturing their interests, dreams, business acumen, personal growth, and community engagement. It transcends mere test scores on paper, embodying a more empowering approach to education and preparation for life beyond the classroom.

ATAR AND UNIVERSITY PATHWAYS Naturally, families may feel some apprehension about university pathways due to our unique approach. However, there's no need for concern; our track record speaks volumes, and we can confidently assure you that our students are not disadvantaged.

We collaborate directly with universities, utilising the student's graduation portfolio to facilitate direct entry. The strength and efficacy of this method are underscored by the fact that every student who has pursued a university pathway has succeeded. What's more, most of them secured acceptance well before their final term in Year 12, far ahead of students from traditional schools awaiting their ATAR exam results. This is precisely why we prioritise alternative qualifications for university entry, such as the ATAR. It's an outstanding achievement of which we're immensely proud!

For this reason, families who prioritise conventional school qualifications as the yardstick for educational success may find Silkwood's approach challenging. Our Learning Design centres on students attaining our ten 21st-century Aims as our benchmark for educational success—this sets us apart and requires understanding, alignment and commitment from families.

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GRADUATE PORTFOLIO, PERSONAL PROJECT WORK & SENIOR THESIS PROJECT - Supported by our Big Picture Partnership • Australian National University • Avondale University

• The Australian College of Physical Education

• Charles Sturt University

• University of New England

• Flinders University

• University of Newcastle

• La Trobe University

• University of Canberra

• Murdoch University

• University of Wollongong

• RMIT University

• Victoria University

• Southern Cross University

• Western Sydney University

• Swinburne University

• University of Tasmania

• University of Technology Sydney

QCE (QUEENSLAND CERTIFICATE OF EDUCATION) As an accredited Queensland school, we are required to offer our senior students the opportunity to pursue their QCE. However, in our experience with The Silkwood Way senior program, we’ve found that the QCE is seldom, if ever, essential for a young person’s future success.

At Silkwood, QCE is presented as an optional program, available for inclusion in a student’s Individual Learning Plan only if it aligns with their learning goals. Participating in the QCE program entails dedicating approximately 8 additional hours per week to attending subject lessons and additional time outside of school to fulfil governmentmandated requirements. This includes standardised assessments and external exams, with successful completion allowing students to count these subjects toward their QCE. Therefore, deciding to "opt-in" to the QCE program necessitates careful consideration, as it impacts a student's time and flexibility to explore pathways for their future. Our Advisors ask students the "WHY" behind their decision to participate and how it relates to their learning goals. This approach stems from our commitment to optimising students' time, ensuring they focus on activities that best support their thriving in the 21st century.

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LEARNING SUPPORT AT SILKWOOD At Silkwood, we recognise that students have diverse learning needs. We use our personalised learning approach, in combination with our unique Advisory Model, to cater to these needs.

Our Advisory Model provides support for students with learning needs in the following ways:

IN THE JUNIOR SCHOOL Each advisory has an Assistant who works with the children alongside the Advisor. This provides a low student/teacher ratio of 1:11.

FROM YEAR 2 ONWARDS Each year level has advisories set at a student/teacher ratio of 1:18, and an additional advisory with a lower student/teacher ratio is included for students who need highly specialised support to help them progress. These are led by an Advisor who is a specialist in learning enrichment strategies.

Alongside this, each Learning Community has a dedicated Student Support Team. This Team provides professional guidance and support to Advisors, students and families should challenges arise.

The Student Support Team is engaged when a student: Requires additional support to progress their Individual Learning Plan (ILP) Displays behaviour that is negatively impacting their learning or others Requires tailored learning interventions or adjustments within their ILP.

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They work with the Advisor and alongside the student and their family to determine what ILP Adjustments are needed to progress the Student’s ILP. This process may include the following pathways: ADDITIONAL ADVISORY DIFFERENTIATION OR INTERVENTION STRATEGIES Additional differentiation or intervention strategies are made to the Advisory Program to increase the personalisation of the Student’s Individual Learning Plan.

SEEKING PROFESSIONAL ADVICE Professional input from an educational, medical, clinical, or allied health specialist is required.

ENROLMENT IN TARGETED OR SPECIALISED LEARNING PROGRAM. The student participates in a targeted support program or group for a specific learning need.

A MOVE TO A DIFFERENT YEAR-LEVEL ADVISORY CLASS. The student would benefit from being moved to the year-level advisory with lower teacher/student ratios or from our virtual learning advisory.

If it is identified through this process that a student requires a change to their advisory to progress their learning, this move is supported with a transition plan. We find that a student rarely has any challenges making this move. For them, it is often the first time they begin to thrive and progress in their schooling journey, as they have a highly personalised program designed to meet their learning needs.

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TECHNOLOGY AT SILKWOOD We advocate for young people to spend less time using technology and more time outdoors, being active and connecting face-to-face with people. We see this as vital for a young person’s wellbeing, so we seek to minimise the time spent on digital technology at Silkwood.

In support of this, the use of technology at Silkwood must meet two criteria:

BE DEVELOPMENTALLY APPROPRIATE

ENHANCE LEARNING

In addition to meeting these criteria, it must also align with one of the following purposes: To personalise learning to deepen student engagement; Develop digital skills to support digital fluency for the 21st century; Collaboration & administration to connect with others and help manage their work.

TO PERSONALISE LEARNING

DEVELOP DIGITAL SKILLS

COLLABORATION & ADMINISTRATION

This framework for technology use ensures students are engaging with technology safely, in age-appropriate ways and for the purposes of progressing their learning.

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BYOD PROGRAM All students in Years 4 to 12 supply their own technology device, as per the BYOD (Bring Your Own Device) Program. Details of this program are released to families in Term 4 each year for the following school year. Device suitability outlined in the BYOD Handbook must be followed to ensure students can access required learning platforms. Students with unsuitable devices will find it challenging to use technology to support their learning.

In the earlier years, the school provides digital equipment that students may need to enhance their learning.

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DIVERSITY AND INCLUSIVITY

We acknowledge the Traditional Custodians of the land on which we gather, the Kombumerri people of the Yugambeh Nation, and we recognise their enduring connection to land, waters, and culture. We pay respect to their Elders, past and present.

We also give thanks for the knowledge and care the traditional custodians bring to our community and, as people on this land, honour our responsibilities to listen, learn and care about the connection to land, waters and culture.

At Silkwood, we welcome people from all walks of life who are committed to respectfully engaging with our community and supporting the ‘The Silkwood Way’.

We are an inclusive and secular school that is not connected to any one worldview, religion, spiritual faith, political ideology, or belief system on life or health. This means our community is rich in diversity of beliefs, culture, and lifestyles. We welcome this diversity and our role to create an inclusive and safe space for students to respectfully express and explore who they are.

Our overarching philosophy is that people are free to choose to live in ways they believe are best for them whilst respecting others, abiding by societal laws, and honouring community guidelines.

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COMMUNITY VALUES We pride ourselves on being a progressive school demonstrating that a transformative educational approach can co-exist peacefully alongside a traditional system. We see this as a living example of inclusivity, diversity, and modern activism. This gives us much to talk about with our students about finding peaceful and meaningful ways to bring together ideas and work together to make positive change to our world.

Saying YES to The Silkwood Way means a commitment to respectfully engage with our community values.

HONOURING DIVERSITY AND INCLUSIVITY

TO WORK IN PARTNERSHIP TO ACHIEVE THE SILKWOOD WAY AIMS

COURAGEOUSLY GROWING, LEARNING AND LEADING

ACTING WITH RESPECT TOWARDS EACH OTHER

SAYING YES TO THE SILKWOOD WAY MEANS A COMMITMENT TO RESPECTFULLY ENGAGE WITH OUR COMMUNITY VALUES.

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5

SAYING ‘YES’ TO THE SILKWOOD DIFFERENCE

STEPPING OFF THE PATH OF TRADITIONAL EDUCATION

It takes courage to step off the traditional path of education. Stepping onto the Silkwood path is a considered decision.

Wherever you find yourself on this journey as a parent or carer considering enrolling your child or someone looking at working with us, choosing The Silkwood Way means you are saying ‘YES’ to supporting a school with a unique and different purpose than that of traditional schooling.

One designed to support students in developing these ten capabilities...

THE SILKWOOD WAY AIMS:

1

To use creative, innovative, and critical thinking to make a difference.

2

To see the adventure, opportunity, connections, and possibilities in life.

3

To create financial independence in win/win ways.

4

To accept life’s challenges with a resilient and flexible attitude.

5

To communicate with empathy, openness, and integrity.

6

To embrace fun and live with curiosity.

7

To turn dreams and ideas into reality.

8

To act with respect towards themselves, others and our world.

9

To create a happy and healthy life balance.

10

To use passion, talent, and skills to create engaging work that contributes positively to our world.

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SAYING ‘YES’ TO THE SILKWOOD DIFFERENCE

You are saying ‘YES’ to supporting young people to achieve The Silkwood Way Aims through personalised learning pathways that allow each student:

TO LEARN AT A PACE THAT IS RIGHT FOR THEM

TO LEARN ABOUT THINGS THEY ARE INTERESTED IN AND, TO GROW AS PEOPLE WHILST EXPLORING THE POSSIBILITIES FOR THEIR FUTURE.

This is what stands Silkwood apart from other schools.

It is a powerful difference that can make an equally powerful difference to a young person's future - we know this as our student outcomes are extraordinary.

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STEPPING OFF THE PATH OF TRADITIONAL EDUCATION

CHOOSING THE SILKWOOD WAY MEANS: Choosing a school where students have: A unique Personalised Learning Profile (PLP) An Individual Learning Plan (ILP) A dedicated Teacher (Advisor) who works with them for a two-to-three-year learning cycle Small class sizes Life preparation through real-world learning opportunities, connections, and mentors Visible learning progress and student-led assessment A personalised pathway to tertiary study and life after school.

Choosing a school that focuses on student self-development through: A partnership approach with the family, student, and their Advisor Developing a student’s awareness of self, others, and our world Engagement in learning Learning progress Developing meaningful, real-world pathways to learn.

THIS MEANS SILKWOOD DOES NOT LOOK OR FEEL LIKE OTHER SCHOOLS. A school where you will NOT see: A subject-focussed curriculum with specialist subject teachers A focus on traditional qualifications or exams to measure student success Traditional school facilities – we use the world as our campus A timetable driven by standardised subjects, which is the same for every student.

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SAYING ‘YES’ TO THE SILKWOOD DIFFERENCE

At Silkwood, our value lies in our unique Learning Design. We invest in: Developing our program – this keeps us transformative (evolving) Low student-to-teacher ratios so personalisation can happen Connecting students to real-world learning opportunities.

We are uncompromising on our differences; they set us apart, and we proudly stand firm on these.

Becoming part of the Silkwood community means committing to saying ‘YES’ to supporting the Silkwood Difference and working in partnership with us to support students to learn in The Silkwood Way.

Our commitment is that the Silkwood learning adventure inspires, connects and makes a difference in our students’ lives every day.

This is ‘The Silkwood Way’

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GLOSSARY OF SILKWOOD-SPECIFIC TERMINOLOGY The following terminology is used consistently throughout this document; please refer to this glossary to better understand the meaning and examples of The Silkwood Way language.

ADVISOR = TEACHER

A qualified Teacher who is also a mentor and guide for students, responsible for supporting personalised learning, goal setting, and tracking individual progress within the Silkwood Way Learning Design.

A class group of students led by an Advisor, focusing on ADVISORY GROUP

personalised learning, goal setting, and individual progress within the Silkwood Way Learning Design.

A termly planning cycle where Advisors set and review goals aligned with year-level and individual student ADVISORY LEARNING PLAN (ALP)

learning goals to support student progress. The ALP includes

designing

assessments,

and

a

learning

adjustments

program, based

on

regular student

progress.

The senior leader of a Learning Community, responsible HEAD OF SCHOOL

for overseeing all aspects of school operations, learning programs, and the implementation of the Silkwood Way Learning Design.

INDIVIDUAL LEARNING PLAN (ILP)

LEARNING COMMUNITY

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Personalised plans outlining each student's unique learning goals, support strategies, and progress.

Each school campus is divided into smaller schools of around 200 students, known as learning communities, to foster collaboration and support among students and Advisors.

Sequences within The Silkwood Way Learning Journey that outline the steps each student takes to achieve The LEARNING PATHWAYS AND PROGRESSIONS

Silkwood Way Aims. These pathways are linked to specific 'progressions' of learning, which provide a structured, personalised roadmap tailored to each student's individual progress and development.

LTIs are workplace-based projects designed by students and guided by mentors, aimed at building knowledge, LEARNING THROUGH INTERNSHIP (LTI)

understanding, and skills in alignment with the student’s Personal Interest Learning Time (PILT) project. They provide authentic work experience beyond traditional work placements.

Integral

to

The

Silkwood

Way

Learning

Journey,

mentorships connect students with real-world mentors MENTORSHIPS

who guide and support their pathways and progressions, helping them apply their skills and knowledge practically and achieve The Silkwood Way Aims.

PERSONAL INTEREST LEARNING TIME (PILT)

PERSONAL LEARNING PROFILE (PLP)

Dedicated learning time for students to explore and develop their individual interests through self-directed projects and activities.

An evolving profile detailing a student’s identity, learning style, interests, attendance, behaviour, wellbeing, individual learning plans, and progress, guiding personalised education and tracking individual progress.

These ten, 21st century skills and competencies guide THE SILKWOOD WAY AIMS

our

unique

learning

pathways

and

progressions,

ensuring students develop a well-rounded skill set for meaningful and successful lives.

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