Personalised learning produces outstanding results

An individualised approach to education has achieved success with students at Servite College reaping the rewards.

The Tuart Hill Catholic secondary college focused on success for all students, providing new, personalised study and work opportunities for its pupils resulting in improvements across WACE achievement, ATAR results and vocational outcomes last year.

“With the release of the 2018 WACE results our community has shared the joy of seeing students exceed their own expectations,” Principal Jeff Allen said.

“Our students achieved a record median ATAR of 86.65, completed 136 industry qualifications including 26 at Certificate IV level, and 100 per cent of our FlexiTrack students attained fast-track direct university entry.”

Personalised learning produces outstanding results

Three Servite College students achieved ATAR above 99, College Dux Henry Nguyen (99.65), Jack Shanahan Award recipient and 2018 Head Girl Natalie Krsticevic (99.35), and Proxime Accessit – ATAR Hoang Nguyen (99.4), pictured with Principal Jeff Allen.

Thirty-eight per cent of Servite’s ATAR cohort achieved above 90, with eight students achieving ATAR scores above 95, and three above 99.

Servite’s median ATAR has gradually increased over the last five years as it has implemented its Learning Vision and developed a culture that nurtures the strengths and natural curiosity of students to provide personalised learning pathways.

For senior students this includes supporting their transition to a variety of post-school options through pathways including Uni MyWay, which presents flexible learning opportunities via ATAR courses and university enabling programs, and Voc MyWay, which tailors industry exposure and practical experience.

“We have focused on teaching the individual, not just curriculum, and are pleased to see evidence of quality learning outcomes for students,” Mr Allen said.

Servite has pursued an agile and dynamic culture, introducing a Head of Learning Diversity and building the capacity to shift resources to support student learning, consciously evaluate teaching practices and develop a common language around learning across the school.

Teachers provide quality, detailed feedback to students as they pursue pathways aligned with their strengths, needs, skills and interests, helping them to understand the way that they learn and to manage their own growth.

“We have promoted the concept that we are a community of learners – students, staff and parents included,” Mr Allen said.

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