The Enrichment Stream specifically caters for students who are highly motivated and keen to learn.
They are often described as all-rounders. The Enrichment Program class is selected by the school after all applications are reviewed by a selection panel. Placement is based on a range of evidence, including academic reports, as well as evidence of participation in extracurricular activities.
At South Sydney High School we believe that all students should have access to opportunities that reflect their skills and interests.
Our Enrichment Program aims to provide learning experiences and opportunities that engage and challenge these capable students and help them to reach their full potential.
Enrichment makes something more meaningful, substantial or rewarding.
What does this look like in class?
Enrichment Program students might move through curriculum content faster, engage in higher order thinking tasks, have more opportunities for group work, problem solving activities, self directed learning and research activities.
Students are also offered, and are actively involved, in a number of great opportunities that enrich their learning. Some examples include the I-Manifest project, debating, Beacon, opportunity program activities with local business partners, NSW Crystal Growing Competition, Formula 1 Car design activity and many more.
What are the characteristics of a typical Enrichment class?
Characteristics may include, but are not limited to, a class that consists of students who:
are highly motivated and keen to learn
enjoy learning
enjoy coming to school (punctual and positive attendance record)
listen and follow instructions
are inquisitive.
Stage 4 Enrichment - Action Research Project
Our Stage 4 Enrichment Stream classes embark on an exciting journey each year in collaborative project-based learning. We draw upon the work of some highly respected figures in the field of gifted education as we shape the challenges these students are offered:
- The researchers Maker and Nielsen (1995), for example, advocate the need to differentiate content, process and product in learning challenges tailored to suit the individual needs of high aptitude learners.
- Lannie Kavensky's (1996) work on 'Student Learning Preferences' draws on their research and findings. Kavensky's 'Possibilities for Learning' (PFL) survey represents the first stage of our approach to this cross-curricular strand of learning for our Year 7 and 8 students. These students access this survey and engage with the subsequent steps that the project involves via Google Classroom.
Kavensky's 110 question survey is designed to reveal to students themselves, as well as to their teachers, how they learn best and what it is they enjoy learning. By collating the results of this survey their teachers discover how students in these classes feel about their learning.
By planning learning experiences around each student's favourite forms of differentiation we endeavour to honour the student's voice and use the surveys as an instrument to group students for the purpose of working on their projects.
The PFL survey uncovers preferences that can be used to guide the development of personalised learning experiences. With this information, choice, control, intrinsic motivation and passions can be inspired.
Students also learn about themselves in the process of assessing their learning preferences.
Teachers from all faculties work with the Stage 4 Enrichment Stream classes, lending their expertise and helping to guide the integrated cross-curricular projects undertaken by students.
The final results and products achieved through the work undertaken by students is presented at a showcase of their projects to parents, teachers and our school community.