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GSG is committed to preparing students to be successful citizens in the twenty-first century. To this end, alongside literacy, numeracy and technology understandings, students develop creativity and critical thinking, intercultural understanding, personal and social capability and ethical behaviour, discovering their potential through high quality teaching.
Learning experiences are developed in line with the Australian Curriculum (in particular, the School Curriculum and Standards Authority [SCSA] K-10 Outline), the Curriculum Framework, the Western Australian Certificate of Education courses of study, and the Early Years Learning Framework to cater appropriately for students at each stage of development.
GSG Junior School, incorporating the Early Learning Centre, provides a nurturing and stimulating environment for the early years of schooling. We are committed to providing:
GSG Middle School encourages students in the early adolescent years to embrace challenges and develop as individuals. This includes increasing emphasis in Years Nine to Ten on creating opportunities for students to choose learning pathways that build individual needs and interest in secondary schooling.
In Senior School, students work purposefully towards the achievement of their post-school ambitions and the achievement of the Western Australian Certificate of Education (WACE). Students graduate with either a Certificate II Vocational Education and Training (VET) qualification or an Australian Tertiary Admission Rank (ATAR). Students work alongside teachers to discover their capacity to be successful citizens in the 21st century.
Great Southern Grammar's Assessment Policies are guided by the School Curriculum and Standards Authority (SCSA) principles and guidelines.
Assessment is used to:
Quality school assessments ensure that assessments tasks:
The following assessment principles underpin student assessment at GSG to ensure that we deliver an assessment programme that is:
Students in Junior School are recognised for their achievement and effort across the different learning areas and for demonstrating social and civic responsibility towards others in the school community. The following awards are presented during the year at assemblies:
At the end of the year, students in Years Three to Six are eligible for awards for achievement in each learning area, along with recognition for effort and citizenship. Special awards, such as the Principal's Prize for overall dedication and commitment to the school and support of the school's values and ethos, are also awarded.
Academic achievement and excellence is rewarded by Subject Merit Awards and Academic Merit Awards. At the end of each semester, Subject Merit Awards are awarded to the top 10 per cent of students in each learning area. Academic Merit Awards are awarded to students who achieve three or more Subject Merit Awards in a semester.
Gifted learners have particular cognitive, affective, social, and academic needs. The Gifted Education Coordinator assesses these needs using data from multiple sources, including student test results and a nomination process. Based on the data, provisions are put in place to provide a developmentally appropriate programme by the Gifted Education Coordinator and class teacher, working collaboratively.
Provisions for gifted students include a variety of individual and group interventions specifically targeted at developing talent. Such provisions are divided into three areas: enrichment, acceleration and grouping. For example, one student may be provided with work at his or her own appropriate level in class, while another may benefit from working with students from a higher year group.
A range of withdrawal and inclusive programmes is provided to support the class programmes and give students opportunities to work independently on research tasks and develop high-order thinking skills. Students are also encouraged to participate in a variety of external competitions and exams in all curriculum subjects.
The goal of the GSG Learning Support Team is to provide a safe, supportive environment in which students with a range of abilities and needs are actively engaged in meaningful learning experiences.
GSG Learning Support staff work with parents, class teachers and students to provide equity of access to the Australian Curriculum in a dignified and engaging way by providing relevant and appropriate curriculum, instructional and environmental adjustments.
Increasingly, technology provides improved access and opportunities for students with learning disabilities and special needs to participate and work alongside their peers. Throughout Great Southern Grammar’s three sub-schools we use a range of technologies to assist students’ participation. This is both exciting and rewarding for students.