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Learning Environments

St Philip's Christian College Gosford features well appointed classrooms, a basketball court, a multi-purpose hall and performing centre, an information resource centre, a large sporting oval and extensive grounds.

"I Will praise You, for I am fearfully and wonderfully made; Marvellous are Your works, An that my soul knows well." 

Psalm 139:14

We believe that:

  • All students are equally important
  • All students can learn and become life-long learners
  • Both students and teachers learn and teach best when they are able to build positive relationships based on mutual respect and trust
  • Parents are part of the life-long learning process
  • Teachers as adult role models can teach students many skills and social competencies beyond what traditional classrooms offer
  • Students learn best when they are actively involved in their learning

21st Century Future Learning Model

20th Century Traditional Classrooms21st Century Future Learning Model
Learners work in isolation - classroom within 4 wallsLearners work collaboratively with classmates and others around the world - Global Classroom. Schools go from buildings to nerve centres connecting teachers, students and the community to the wealth of knowledge that exists in the world. Small classrooms no longer support a 21st century learning model.
Teacher-centred: teacher is the centre of attention and provider of informationStudent centred: Teachers work in teams and are facilitators and teachers of group, individual and whole class learning. Knowledge is generated not just delivered.
A young person went to school, spent a determined amount of time in school, received passing grades and graduated.Students are seen as lifelong learners. Future schools excite learners to become more resourceful so that they will continue to learn outside the formal school day. Interest is maintained to help students see how what they are learning prepares them for life in the real world. Learners can also progress at their own rates
Curriculum/School is sometimes perceived as irrelevant and meaningless to students.Curriculum is connected to students' interests, experiences, talents and the real world.
 Digital Revolution 
Technology is shaping our children and society. Learning happens any way, at anytime, with anyone or alone. Students learn multi-media skills. They find their voices as they create projects using multi-media and deliver this learning to real-world audiences. Technologies are tools students use to create knowledge and to create personal and social change. Technologies are seamless and an integrated part of learning.
Text-book drivenResearch-driven, inquiry-based learning. Students learn how to learn through active learning.
Lessons focus on lower order thinking skillsLearning is designed to allow for both levels of thinking skills.
Print is the primary vehicle of learning and assessmentStudents represent and present their learning in creative ways. Performances, projects and multiple forms of media are used for learning and assessment.
Diversity in students is often ignoredCurriculum addresses diversity. Planning ensures that learning addresses: multicultural perspectives, the goals of individuals, students with learning needs and student interests etc.
Passive learning

Active learning.
Students learn 21st century skills and ideas through a creative active curriculum, based on Christian values. 
21st century skills include: 

  • Collaboration - the ability to work in teams or groups
  • Critical Thinking - taking on complex problems 
  • Oral communications - presenting 
  • Written communications - writing 
  • Technology - using technologies 
  • Citizenship - taking on local and global issues; service learning, missionary work 
  • Content - conduct research and do all of the above
Fragmented curriculumMultiple literacies of the 21st century - aligned to living and working in a globalised new millennium. The 3Rs (reading, writing, mathematics) are part of these multiple literacies. Students also become literate in 21st century literacies including ecological, emotional, media, information, multicultural and cyber literacies
Teacher is judge. No one else sees student work.Self, peer and other assessments are used widely, in addition to ongoing teacher assessing, tracking and observation.