Two Core Outcomes

The long-term retention of valuable knowledge, concepts and skills.
The ability to transfer what has been retained into different contexts and situations.

In the same way learning is a life-long endeavour that can occur in a classroom, mountainside, playing field or theatre, equally these learning principles are interconnected and multifaceted in their broader application.

In a Dulwich context we use these statements to help evaluate the effectiveness of learning when talking with students during lessons and as part of teacher action research and professional learning. We also use these principles to build student metacognitive understanding of learning, which in turn leads to greater student advocacy and independence.

We firmly believe the best foundation for student wellbeing and social emotional literacy lies in greater control and understanding of the learning process, and our own research into character education supports this approach.

These principles have also been developed with the forward-looking lens of a 21st century education in mind. The agile and adaptable skills required in future landscapes demand current innovative schools that seek to secure a deeper level of student understanding that will enable the transfer of thinking from one domain to another. This concept-based approach underpins our K-12 curriculum but more importantly our entire approach to learning, teaching and student wellbeing.

To read more about how we achieve these goals please see Education Innovation.

Learning Principles and Education Philosophy