Teaching and Learning

Navigator College – a place of faith and learning in which students are inspired and equipped to live as active contributors in the community.

It is Navigator’s vision and mission that our written, taught and assessed curriculum will provide students with directions for life.


A Place of Learning

At Navigator, we strive to create an environment where we have passion to explore, discover and analyse our world so that we might live in and serve our community as lifelong learners.  You will note that we use the term ‘we’, rather than referring directly to the students, for reasons that reflect the belief about a school being a community of learners. While recognising that a school’s primary responsibility is for student learning, at Navigator we see ourselves as a community where everyone is a learner.  Teachers must continually learn about the needs and capabilities of each student, the content with which they are engaged, and about their own practice and ongoing professional development.  Parents, families and carers of the students are also encouraged to be active participants in the students’ learning and in learning about the school and its programs. Navigator supports the beliefs about learning communities as outlined in the document A Framework for Lutheran Schools. Beliefs about learning communities:

  • All people are learners;
  • Safe and supportive learning environments facilitate active learning;
  • Effective learning communities respect diversity and encourage reflective practice and productive feedback;
  • Learning communities are strengthened by having a shared vision and common core beliefs;
  • Learning communities reflect upon and respond to the world of today in ways that enable members to face the future with confidence;
  • Learning cultures are intentionally developed.

Beliefs about Learners

Navigator’s curriculum and policies support the beliefs about student learners as outlined in the document A Framework for Lutheran Schools. Beliefs about learners:

  • All learners are valued for who they are and whose they are;
  • All learners need encouragement and deserve respect;
  • Learners learn in different ways and at different rates;

All learners have the ability to learn and learn best when:

  • They experience success;
  • They take responsibility for their own learning;
  • They can work independently and collaboratively;
  • Subject matter is meaningful;
  • High, explicit learning expectations are present;
  • They are authentically assessed and appropriately challenged;
  • Learners need to learn how to learn and think;
  • Collaborative partnerships between parents/caregivers and schools support learners and learning.

We therefore aim to provide a learning environment where:

  • Students are encouraged to apply what they learn to life;
  • Adults are sensitive facilitators to the process of empowering students to value their learning and to take responsibility for it;
  • Purposeful inquiry actively engages students in their own learning;
  • Students are supported in the process of constructivism to make connections between their beliefs about the world, experiences and prior learning and new experiences, knowledge and perceptions;
  • The development of concepts, knowledge, skills, values, attributes and abilities is applied and occurs across and beyond key learning areas;
  • Explicit learning outcomes and the learning process are made clear to learners;
  • The learning experiences are differentiated to accommodate the range of abilities and learning styles;
  • Students feel safe to express their individuality and the learning of self discipline is seen as necessary for the well being of each individual;
  • The collaboration on the part of all the teachers is high, and there is a commitment to the whole school curriculum and philosophy.

Beliefs about Learning

It is believed that learning takes place best when it is connected to what is genuinely a component of the world around the student, not merely what is all too often contrived and then imposed upon the student in school; that the acquisition of knowledge and skills and the search for meaning and understanding are best done in the context of the exploration of relevant content. In addition to this belief are also those outlined below from the document A Framework for Lutheran Schools. Beliefs about learning:

  • Learning goes beyond the academic: it includes the spiritual, physical, emotional and social and has a transforming role;
  • Learning has affective and volitional dimensions as well as cognitive;
  • Learning is lifelong;
  • Learning involves learners progressing through developmental cycles;
  • Learning is facilitated when individual needs of the students are met;
  • Learning occurs in context and is driven by curiosity, need and inquiry;
  • Learning build on previous knowledge, experiences and understanding.

Navigator’s curriculum documents are developed based on these beliefs about learning, learners, learning environments and learning communities.

Educational Approaches

The following educational approaches are intended to support the teaching and further development of Navigator’s curriculum.

  • Constructivism
  • Concepts and Transdisciplinary Approach
  • Inquiry
  • Developmentally Appropriate Practice

Click here to read more detailed information on each of the Educational Approaches listed above.

“At Navigator College we have a ‘team’ approach.  Collaborative teaching is exciting and productive and I feel very supported in my role”. ~ Miss Gemma Lienert – Teacher Year 4/5