From the Leader of Pedagogy and Practice

The St Andrews Learning Framework

The St Andrews College Learning Framework has formed clear connections between the nature of assessment and improved student learning. St Andrews College utilises differences in the nature of assessment in order to achieve improved student learning. We are moving towards a continual assessment and feedback structure, where ongoing opportunities to engage the student, parent, and teacher in learning-focused dialogue become increasingly available. Part of this involves the increased use of formative assessment. Formative assessment emphasises effective feedback and it is through high quality feedback that students can improve their learning.

Our Steps In Learning model recognises the continuous nature of the learning experience and shifts the focus of instruction towards the process of ongoing growth and improvement.

Grades are used to help guide further learning improvements and are determined through rigorous processes of consistently aligning teacher judgements. It is intended that the student’s final grade will be a reflection of their overall performance in the subject, as determined by the professional judgements of the teachers. It is through regular professional collaboration that student performances are appraised against the Common Grade Scales designed for each subject.

The Steps In Learning are indicators of the student’s current progress in relation to their Stage of curriculum.

The “Meeting” Step In Learning indicates the student is demonstrating a “ Comprehensive At Stage ” level of understanding. 

The “Approaching” Step In Learning indicates the student is demonstrating a “Sound At Stage” level of understanding. 

The “Emerging” Step In Learning indicates the student is demonstrating a “Basic” or “Working Towards Stage” level of understanding.

The “Exceeding” Step In Learning indicates the student is demonstrating an “Extensive of Above Stage” level of understanding. 

The St Andrews College Learning Framework models continual improvement through effective feedback. Effective feedback is generated through our focus on formative assessment, which emphasises assessment as and for learning. It is through the formative process that teachers are able to provide the most effective feedback/feedforward needed to support improved learning.

Thank you for continuing to support our mission here at the College and we look forward to working closely with all of our College families and friends to deliver educational outcomes of the highest possible standard for all.

Your sincerely,

Paul Haras
Leader of Pedagogy and Practice