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Informed and reflective practice

Pivotal to the success of our programmes is employing researched practice that informs learning. Our teachers are reflective and, in doing so, they rely on a suite of academic data that ensures that we know our boys and are able to personalise their learning. This ensures that our students select the most appropriate pathways for their educational journey.
Academic profiling of each boy is a critical component of our personalised learning philosophy. Each student develops a personalised academic profile that is tracked and longitudinally mapped, from the time they start at Churchie until they graduate. This includes ability and performance data from a range of data sources including:
  • Queensland Core Skills (QCS) testing in partnership with the Queensland University of Technology
  • Allwell and Associates Academic Assessment Services skills testing in General Reasoning, Verbal Reasoning, Non-verbal Reasoning, Mathematics, Reading, Spelling, Written Expression
  • Australian Council of Educational Research (ACER) literacy and numeracy ability testing
  • Emotional Intelligence profiling with Swinburne University
  • NAPLAN testing
  • Grade Point Average (GPA)
  • Effort ratings that are mapped against student performance
  • Internal assessment results; assessment for learning; assessment that informs practice
  • Boys independently gathering data for their investigations
  • Boys explaining and informing findings from their investigations, sometimes acting in the role of teachers
  • Original research investigations conducted by teachers and boys
  • Researched practice using original research data, for individual boys and also across the school, for identifying trends and in longitudinal studies.