TEACHING & LEARNING FRAMEWORK

Clearview’s teaching and learning framework pillars; faith, connection, community and place, are centrally outworked through the learning pillar. Curriculum and learning environment design is approached holistically. Clearview uses a balanced approach in recognising and facilitating a student’s physical, intellectual, spiritual, social and emotional growth.

Our curriculum programs are responsive to the local context. Cultural studies intentionally link learning to local knowledge, histories and traditions. Additionally, nature studies enable the investigation of local phenomena.

Clearview values student agency which is enacted through real world problem solving. Learners determine the school or community needs that they respond to through inquiry-based projects.

Clearview Christian College is centred on the Christian faith. Our ethos promotes Christian character values aimed at growing our students into grounded young adults who use their gifts and talents faithfully, respectfully, courageously and generously for others.

Ephesians 2 :10 NIV

'For we are God's handiwork, created in Christ Jesus to do good works, which God created in advance for us to do'.

Clearview understands the importance of young people being connected to others through supportive and beneficial relationships. We invite our students to learn about the loving nature of God through the Christian faith and consider His purpose for their lives. Clearview is proactive in building support networks through considered curriculum and learning environment design. Our students are empowered to holistically develop their identity within a safe and supportive school community.

Clearview provides project opportunities for students to establish authentic relationships with the community through service and consider their contributions as future citizens. These relationship connections give our students space to develop empathy skills and experience hopefulness.

Clearview’s learning environment design utilises the school’s natural surroundings to enhance learning programs. Our students are able to regularly experience concrete learning opportunities in outdoor spaces, bringing the classroom curriculum to life. Clearview intentionally uses situated learning to connect our students to ‘place’; the natural physical surroundings and community structures. This connection allows students to develop ownership of their local place and empowers them to meaningfully contribute to improving environmental, social and economic vitality. Additionally, there is notable research to suggest the wellbeing benefits for students in actively moving during learning experiences, experiencing fresh air and visually benefiting from natural surroundings.

Clearview’s curriculum design equally values both local and global contexts. We are invested in creating vibrant partnerships between the school and community that produce beneficial outcomes for both stakeholders. Clearview believes that there is great benefit in linking student voice to real community needs, through internal and external school programs. These initiatives set up authentic inductions into community life further preparing our young people for their future.

• facilitators of the learning experience

• co-learners with students through new experiences

• promoters of learning through discovery and research

• advocates for student voice to empower agency

• upholders of a growth mindset

• connectors between the students and community

• contributors as 'funds of knowledge' as well as the students and the community

• voices to the issues or opportunities they wish to address

• challengers to existing social and ecological structures for a local to a global perspective

• contributors to changes that improve the future of their local communities

• knowledge generators not passive recipients

• drivers of the learning experience

• active citizens and caretakers of their local community