Education
Learning Design
All learning starts from the Beliefs and Knowledge we hold about our learners. Our beliefs frame our mindset about our young people, guide the development of policy, processes and structures within our school, and become a transparent decision-making framework for using with
staff, students and families. Knowledge about our learners allows for data-informed decision making, bias-checking, and for improvement-focused conversations about student behaviour and learning.
Compass Capabilities
At Brighton High School we plan for, teach and monitor the growth of the learner within the learning through Compass Capabilities. These six capabilities go beyond curriculum content and describe the skills, behaviours and dispositions young people need to live and work successfully in a contemporary world. Through Creativity, Critical Reflection, Communication, Collaboration, Character and Citizenship our whole school will continue to evolve and improve.
Curriculum
Our world’s most interesting big questions and conundrums do not fit neatly within the traditional boundaries of high school subjects. Firmly committed to the delivery of Australian Curriculum and with a strong focus on essential discipline knowledge, we also open up the possibilities, building upon more conventional lesson structures and connecting learning across disciplines to ensure we follow the spark of curiosity.
Teacher Practices
Practices are the suite of possible actions that teachers may choose from as they teach. At Brighton High School we build and value the professionalism of our team to make intentional choices about:
- Models of Teaching – which teaching structure is going to meet the learning goal and needs of the students right now to ensure they learn the identified content?
- Relational Strategies – which strategies are going to work best right now with an individual student or a group of students to build positive, high expectation relationships?
- Routines – which connection routines, learning routines, and/or room routines are needed right now to move learning forward in a calm and orderly environment?
- JEDI Practices (Justice, Equity, Diversity, Inclusion) – what might some students need right now to ensure they have the same access to the learning as others?
Our teachers make deliberate, strategic and mindful choices to illuminate the learning pathway from what students know to what they need or want to know next.
Middle Years
The middle years of schooling at Brighton High are characterised by strong connections, learning to trust ourselves, having courage to try new things, and stepping into being a positive role model for others. Each Year at Brighton High is part of a curated journey towards young adulthood with a distinct identity that helps provide shape to each year and develop important skills in gaining independence, understanding oneself, and contributing to community. In the middle years, the identities are:
Senior Years
The Senior Years at Brighton High School are characterised by increasing agency, autonomy and influence. Each Year at Brighton High is part of a curated journey towards young adulthood with a distinct identity that helps provide shape to each year and develop important skills in gaining independence, understanding oneself, and contributing to community. In the senior years, the identities are: