WE often hear of the challenges of guiding the next generation of younger community members, the challenges parents, schools, and communities face in guiding our young people through adolescence.

It is not often we hear a good news story of the positive, evidence-based impact staff and their school communities are having in this space.

At Baimbridge College the school community looked at the data in front of them in terms of student engagement and learning growth post COVID and had the courage to make change.

What has occurred in a brief period is a significant shift in student attitude, learning growth and the instructional practices of staff.

A discussion with the drivers of the program, Sam Adams (Year 7 coordinator) and Paul Churchill (Year 7 Hub Manager) along with three Year 7 students, Silas Addison, Wally Morton, and Scarlett Rhook opened our eyes to the unique changes that have taken place at the Baimbridge College Year 7 Hub.

What has changed?

COMING into a secondary setting can be daunting for newcomers, using the yearly attitude to school surveys conducted statewide and reflecting on past NAPLAN results the Baimbridge School Leadership team understood the need for change.

From here the ‘Year 7 Hub’ was initiated.

• All students in Year 7 undertake their core subjects in the same location, within that location four breakout spaces utilised.

• Students are evaluated prior to each unit of work to determine their level of competency and are grouped accordingly using that evidence as a starting point.

• Groups are adjusted on a regular basis, at the end of each unit, not just based on academic data but using the knowledge of current student/staff relationships.

• Learning growth is celebrated weekly, not just with students but with the broader school community.

• Teachers work collaboratively, making sure that their instructional practice is consistent and that student routines are established across the Hub.

• The work is adjusted based on where each group is at academically and in their level of engagement.

• Significant support from educational support staff that are used across all breakout spaces.

Results

TALKING with Paul Churchill, the shift has been significant.

“We use the Pat testing system at the start of each year,” he said.

“We have seen a real shift with all students, for example in Maths all students are gaining over one year’s growth in less than twelve months, this has been a real shift.

“The students themselves are seeing the value in the change. The annual ‘Attitude to School survey” completed across the state shows a 15 per cent improvement in how the students perceive the quality of teaching practice compared to pre-Year Hub times. This is even greater when compared to schools with a similar cohort of students where the difference is closer to 20 per cent.”

Sam Adams expanded further.

“The comments we get from other staff and visitors to the ‘Hub” is that it such a quiet and productive space,” she said.

“When students are working at a level that challenges them, that is still within their capabilities they engage.

“We work hard on working as a collaborative, small team. We develop units of work together, determine the changes in groupings as a team. By doing that we are much more consistent, the students see that and appreciate knowing what is expected in terms of learning behaviours, they are the same whatever group they are working in at the time.”

Mr Churchill elaborated further.

“Students get into a routine; these are followed by all students and staff within the Hub,” he said.

“It reduces the cognitive load on students and staff, the effort goes into the task rather than wondering about what is happening next. We spend time on developing the basics, whether that be Maths times tables or basic spelling, this is done with the knowledge that the students can spend more time on higher order tasks like problem solving as they have the basic building blocks in place.

“The ability to adjust groups on a regular basis has allowed us to cater for each student’s point of need. From time to time, we have the VCE Maths teacher come down and work with our high performing Maths students.”

Without prompting, a quick chat with Silas, Wally and Scarlett offered a students’ view into how the Year 7 cohort are responding to the change in approach.

Insightful students, Silas Addison and Wally Morton centred their comments around the investment from the staff - “The teachers give us work that hits the mark, challenging but not too hard. The groups change regularly which is good, you get to know others in Year 7 quickly.”

Scarlett Rhook centred her thoughts around the difference with her primary school experience.

“It is different to primary school, we have about six different teachers, but it is not that different, we are in the same space most of the time and have lots of ideas/posters around the room to help guide us with the work like we did in primary school,” she said.

What became obvious through the tour and subsequent discussion was the ambitious standards expected of the students in terms of growth and the collaborative behaviours staff expect of themselves.

The students are expected to complete all tasks that are aligned with their individual development in mind while following the routines and systems put in place to manage up to 60 young minds; there is a genuine care for the students under their care and a sense of pride in the innovations introduced.