Learning at Mosman Prep is in Very Good Hands and at ‘Cutting Edge’
In 2022, after thorough full staff collaborative workshopping, our Strategic Plan ‘Towards 2028’ was released, including carefully researched and developed Wellbeing and Learning Models. While staying abreast of current research and being agile as needed, these models have been guiding our practice over the past 3 years.
Earlier this week, an article was released in the SMH titled, ‘What really works in raising students’ academic results’. As you will see from our Learning Model further down in this article, we have continued to be at the cutting edge of best teaching and learning practice.
The article (which stemmed from an updated report released by NSW’s Centre for Education Statistics and Evaluation), identified eight of the most effective classroom practices to lift students’ outcomes, results and engagement in class. These are practices and strategies “almost always present in high-performing schools”.
The practices include high teacher expectations, explicit teaching, effective feedback, use of data and assessment, classroom management, wellbeing and teacher collaboration.
The study highlighted how explicit teaching, which involves step-by-step instructions and checking for understanding, puts students up to four months ahead in their learning.
The report also includes data on the importance of effective feedback (and the use of assessment and data to inform teaching) for students. Assessment is a key source of information that teachers use to monitor student progress and inform the next steps and effectiveness of teaching strategies.
Access to data helps establish where each student is starting from and what they are ready to learn next. Information is then given to students that communicates the gap between present and desired performance, as well as how to close the gap.
The article identified that effective classroom management (including high expectations) is important for creating a positive classroom environment that minimises disruptions, maximises instruction time, and supports teacher and student relationships and safety. Students who report higher levels of classroom management are five times as likely to be classified as a “flourishing” student. In addition, students who operate in an environment where teachers have high expectations of them are more likely to have improved learning outcomes, increased interest and motivation in lessons and better attendance.
The study also highlights the importance of wellbeing to improve student outcomes. A sense of belonging at school is one key indicator of wellbeing, reflecting if students feel personally accepted, respected and included.
Collaboration between teachers, both within and across schools, is also an important feature of many high-performing schooling systems. A school culture, where teachers feel safe and supported to jointly address teaching and learning challenges, raises the capacity of teachers and the subsequent performance of students across the school.
As you compare the key elements of our Learning Model below with the information from the NSW’s Centre for Education Statistics and Evaluation report (including their graphic below), you will see that your boys are in very good hands on their learning journey.
Peter Grimes | Headmaster
Reference:
SMH August, 2025 - ‘What really works in raising students’ academic results’ - Lucy Carroll
Eight ‘What Works Best’ Themes
- A framework for teachers to connect students with curriculum - NSW’s Centre for Education Statistics and Evaluation.
