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The Barker Institute

A range of professional learning opportunities are offered to staff and the Barker community which explore key dimensions of emerging teaching and learning as well as developments in the areas of social and emotional research to support students, teachers and parents on the learning journey.

The Barker Institute provides an overarching structure to guide teaching and learning through professional learning, ongoing research and by embedding ongoing innovation in thinking and practice.

The School currently has a number of key priorities and focus areas to develop student and staff capacity which include:-

WATS (Writing Across The School) has staff working collaboratively to review and refine the development of key whole-school strategies to develop a common language and focus in writing, through both teaching practice and ongoing support of student learning across PreK-12.

Staff Coaching and Development of Reflective Practice through staff involvement with the College of Teachers as part of the Barker Institute’s focus on professional learning: www.barkerinstitute.com.au

Goal Setting and Learning involves both teachers and students involved in developing a clear understanding of Target (Product) Goals and the essential Learning (Process) goals that accompanying the development of skills and knowledge. The School is continuing to explore the ways that student data, assessment and voice can be embraced in meaningful conversations and planning that inspires ongoing self-assessment and reflection, connected to meaningful and relevant feedback. This process is built on emerging educational research.

Academic Tracking of student progress also supports teachers and students to determine progress and performance longitudinally and across key learning areas.

ICT Integration and Professional Learning. Barker College acknowledges that students need to embrace emerging technologies through purposeful learning experiences. At present, a new team of integrators is working with staff to develop capacity and knowledge, fostering a whole-school approach to support effective use of ICT across a range of devices and platforms.

Formative Assessment and Cross-Curriculum Initiatives. Staff are currently working collaboratively to reduce the number of formal (summative assessment tasks) and to incorporate a range of ongoing, formative (ongoing) strategies to provide increased feedback and understanding about the assessment progress that each student is making. Staff and students also seek to find ways to integrate learning experiences more widely across the School, linking common themes, concepts and areas of creativity and understanding.

Learning Support provides students with learning needs additional support both in and beyond the classroom, while enrichment opportunities are provided to extend students academically and more broadly at school.

Emerging technologies and classroom applications


The School continues to implement and evaluate emerging technologies as part of its commitment to educational excellence, innovation and commitment to best practice in learning and teaching. This includes the use of various 1:1 and BYOD programs. Presently, the Junior School is aligned with an iPad program for all students.

Innovative learning environments include Z Space in the Junior School and Robotics teams in the Secondary School to develop problem solving and higher order thinking combined with coding opportunities in the Junior School.