We Know Girls
We are unapologetically focused on girls and intentionally use teaching strategies that best target their needs. Girls work well when they feel organised and prepared. Girls like learning and all-girl classrooms are inherently disruption-free zones.
Girls generally prefer a talk-think-do learning approach and they like their voice to be heard. We also know that girls generally strive for correctness, neatness, and conformity in their schoolwork.
We, therefore, encourage them to take learning risks and teach high value-for-effort study strategies that develop a growth mindset.
Glennie girls learn to increasingly seek desirable discomfort as a tool for deeper learning. We know that the magic is in the challenge.
The right environment
Our all-girls learning environment creates a culture of strong academic achievement. An OECD study found that girls from girls’ schools in Australia and New Zealand outperformed girls from co-educational schools on all academic measures of science, mathematics, and literacy.
Glennie girls relish the freedom to choose subjects free from the influence of gender norms and stereotypes. We buck the trend in STEM subjects (Science, Technology, Engineering, and Maths). Further research found that girls in single-sex schools are more confident in Maths in Junior Secondary and more likely to take advanced Science and Mathematics in Senior Secondary schools. These findings are indeed consistent with what we see at Glennie.
The learning relationships
We also understand that for girls, relationships are at the core of academic success. It has been well documented that the quality of student-peer and student-teacher relationships significantly and positively correlates with academic performance.
From Prep to Year 12, we know that girls thrive when they feel valued, safe, known, and understood. The development of each girl’s academic self-efficacy is nurtured by the knowledge that her teachers believe that she has strengths and the potential to grow as a learner. Learning is for all and teachers have the privilege of supporting each student to continually improve.
At Glennie, we understand that good teaching goes well beyond the mastery of subject matter and content delivery. It is characterised by intentional and effective strategies that build skills, student autonomy, and self-learning, and above all – create joy in the classroom.
We actively utilise new technologies in innovative ways; provide students with regular formative feedback, and have a strong pedagogical focus on the Science of Learning. Cognitive Science principles underpin the way we deliver our lessons and we actively teach high-utility study strategies to equip Glennie learners with the tools they need to independently succeed. Our facilities are purposefully designed with best pedagogical practices in mind.
In the Junior Years, our teachers make learning the basics fun and engaging. With a blend of explicit instruction and inquiry-based learning, our teachers build strong learning partnerships with each student as they guide them through the curriculum world.
Another strong pedagogical focus is Visible Thinking. Over the years, enriched learning occurs through the careful development of programs that are designed to develop students’ thinking dispositions. We understand that when students experience challenges and are encouraged to make their thinking visible, this leads to increased motivation and enjoyment. A culture of visible thinking teaches students that their ideas are valued and valuable.