Year 10 Women in Engineering—Explore Day
Teaching and Learning | Friday 6 November 2020
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Brisbane Girls Grammar School’s learning environment fosters exceptional scholarship and a culture of deep learning that stretches the boundaries between and within quality teaching, learning and thinking.
The collaborative learning environment at Girls Grammar provides educational experiences that are conceived and executed to foster the development of both traditional and emerging contemporary teaching and learning practice.
Expert academic staff are fundamental to the quality of learning outcomes for students. Grammar girls are taught to navigate information-rich environments to create meaning, rather than simply accumulate knowledge.
The essence of the School’s concept of pedagogy is the relational space that exists between teacher and student.
Grammar girls’ imaginations are captured through learning. A growth mindset is encouraged and creativity is nurtured and celebrated, strengthening academic performance and building a lifelong love of learning.
The School is committed to deep, faculty-based learning in classrooms where thinking is visible—from both teacher and student perspectives. Teachers are recruited on the basis of depth in their discipline and subject knowledge, as well as their approach to teaching and learning. They provide students with diverse and dynamic learning experiences that inspire a deep interest in their particular subject.
Girls Grammar staff are specialists in their fields. They inspire passion and possess deep subject knowledge, pedagogical expertise and a fundamental understanding of the importance of relationship and care in teaching.
The School facilitates lifelong learning and is committed to the development of staff. An exceptional staff professional development program encourages staff to pursue further qualifications to deepen their subject knowledge and pedagogical expertise.
At Brisbane Girls Grammar School, almost 30 per cent of academic staff possess a Master’s Degree and 10 per cent of academic staff (and five per cent of professional staff) hold a Doctorate.
At Girls Grammar, a School-wide pedagogy model ensures consistency in teaching practice and aligns with Queensland’s Secondary School Assessment and Tertiary Entrance systems. It draws on Harvard University’s Cultures of Thinking methodology, that has developed out of their well-established Project Zero research project. Cultures of Thinking focuses on making collective thinking and the thoughts of individuals more visible, requiring teachers to reflectively tweak their existing practice.
The writing of scholarly articles aligns with some of the many facets of being an educator—the ability to research a topic and gain knowledge, to interrogate the outcomes of that research and to clearly articulate conclusions.
The School’s senior staff have shared their wisdom through well-researched pieces as part of its Insights publication.
The Centre for School Wide Pedagogy was established in 2021. The Centre’s remit is to foster the deepening and development of teaching practice across all its various dimensions.