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Relational Learning


Relational learning is the key driver for everything that we do as a ‘Community Organisation’ at Noble Park Primary school. It is understood that positive relationships are at the core of all successful learning. The model on the following page describes the broad four areas that we work in with ‘every child, every family, every day’.

This model came about because we have always known that high level parent connectedness leads to better student achievement, that strong in depth relationships with students are critical to their success in school, that the curriculum needs to engage the student and that partnerships and support from the community are positive influences on school success. 

This model provides an understanding of what it means to be a good school in the 21st Century. Everyone needs to be creative, literate, numerate, collaborative, socially just, technologically savvy and environmentally aware. Without the key stake holders coming together we cannot support the development of truly global citizens. * Preface III, CREATING POWERFUL LEARNING RELATIONSHIPS: A WHOLE SCHOOL -COMMUNITY APPROACH

Parent Connectedness

It is crucial for the education of the child to be experienced as a partnership between the school and the family. One important measure of the school’s effectiveness is the quality of participation by the parents. Therefore it is most important that parents are encouraged to connect with the school at the level at which they are able.

Community Links

The goal of linking the school and community in this model is to provide effective informal education while at the same time involving the community in the formal school program.  We believe that when the community works with the school, that we strengthen both the formal and the informal education system within our communities. As a community organisation we need to develop the skills of our community partners (where this expertise doesn’t already exist), in terms of how partnering by working together will benefit students and the health of the community and specifically what the partnership will look like in practice.

Personalised Curriculum

Thinking must shift well beyond measures that relate purely to academic achievement.  We need to consider the development of the whole child in a learning partnership with staff, students and parents working together toward the development of a child’s social, emotional, aesthetic and cognitive development. A personalised curriculum is the best way to achieve the holistic development of the child.

We see curriculum personalisation at the core of engaging students in their learning. This will be an ongoing journey that involves principals, teachers and students taking risks with their learning. Yet, based on the model you cannot hope to personalise the curriculum with just the teacher and the student involved.  We must partner with the parents and bring in the community to ensure that the educational process considers all of the personal factors that influence a child’s learning.

Community Based Enhanced Learning

We have developed a comprehensive afterschool program that specifically targets students needing different approaches to learning. This is achieved by providing a space and time to work with high levels of adult support and mentoring, opportunities to work on student determined learning goals and providing alternative learning experiences that are not necessarily tied to traditional curriculum offerings and assessment.

The purpose of ‘enhancing learning’ is building social capital and developing powerful learning relationships. This occurs throughout of hours learning led by a number of significant adults and youth who act as learning leaders.

Coming from the belief that it ‘takes a village to raise a child’ the program provides a space where young people can learn new skills and community members can share expertise and grow both the students’ and their own self-worth.

The four précis above were largely taken from- ‘Creating Powerful Learning Relationships’ A Whole School Community Approach, George Otero, Rob Csoti and David Rothstadt Hawker Brownlow Education, 2011