Vision

Fitzroy High School values children as individual learners who are full of potential and capable of excellence. Our students will be lifelong learners, reflective and creative thinkers, responsible and active citizens, and resilient and adaptable problem solvers able to navigate through an uncertain and constantly changing future.

Fitzroy is a learning community where students and teams of teachers work together to:

  • achieve high standards so that all students fulfil their capabilities in academic, intellectual, social, emotional and physical development;
  • celebrate diversity and embrace individual differences, including class, culture, race, gender, sexuality and ethnicity;
  • build a cohesive, compassionate and proud school community with a productive legacy for the future;
  • develop beyond our current capacity through continuous change and review; and
  • participate in and contribute to our wider community. 

 

Philosophy

Fitzroy High embraces a bold and ambitious dream: striving for excellence and equity. We aim to be a humane learning community in which teachers use relationships to deepen their knowledge of students.

This is in order to engage all of them in an intellectually challenging education based on powerful ideas, help them toward social maturity, and prepare them for a life of meaningful possibilities and active participation as Australian and global citizens.

 

Principles of Teaching and Learning

1. The learning environment is engaging, rigorous and productive, promoting independence, interdependence and self-motivation.

Teachers model practices that build independence and motivate students to work in an autonomous manner.  Students are involved in decision making within the classroom in relation to what and how they learn and are encouraged to take responsibility for their learning.

Team building skills are also explicitly taught so that students learn to collaborate, negotiate and contribute to group projects and experience the sharing of roles, responsibilities and ownership.

2. Students are challenged and supported to develop deep levels of thinking and application.

Students are challenged to explore, question and engage with significant ideas and practices, so that they move beyond superficial understandings to develop higher order, flexible thinking. To support this, teaching sequences should be sustained and responsive, and explore ideas and practices.

3. Students' needs, backgrounds, perspectives and interests are reflected in the learning program.

A range of strategies is used to monitor and respond to students' different learning needs, social needs, and cultural perspectives. Students' lives and interests are reflected in the learning sequences. A variety of teaching strategies is used to accommodate the range of abilities and interests, and to encourage diversity and autonomy.

4. Assessment practices are an integral part of teaching and learning.

Assessment contributes to planning at a number of levels. Monitoring of student learning is continuous and encompasses a variety of aspects of understanding and practice. Assessment criteria are explicit and feedback is designed to support students' further learning and encourage them to monitor and take responsibility for their own learning.

5. Strong relationships that are built on mutual respect support students to learn best.

The teacher builds positive relationships, valuing each student. Through teacher modelling and classroom strategies based on cooperation and mutual support, an environment is created where students feel comfortable to pursue inquiries and express themselves.

They take responsibility for their learning and are prepared to pursue and try out new ideas. An environment is created where students' comments are acknowledged, their different opinions are respected, cultural and other differences are accepted, and students feel safe and valued.

6. Learning connects strongly with communities and practice beyond the classroom.

Students' learning needs to connect with their current and future lives, and with contemporary thinking in the broader community. A variety of links are made between the classroom program and the local and broader community, leading to students developing a rich view of knowledge and practice, including social and ethical issues.

This principle concerns relevance and connectedness, and also the communal nature of learning.