Our pedagogical approach

Learning is planned with the end in mind. Drawing on Understanding by Design (UbD), we identify the knowledge, skills and evidence of learning first, then design the sequence of experiences that will deliberately build towards them.

In practice, this means we:

• Unpack curriculum to identify the assessable outcomes
• Identify key learning intentions and success criteria 
• Backward map learning across a unit plan

Learning is anchored in a compelling purpose that connects curriculum to the real world. Drawing on Gold Standard PBL, we frame units around meaningful questions and authentic contexts that give students a reason to care.

In practice, this means we:

• Frame each unit with a rigorous driving question
• Weave real-world links, case studies, experts or contexts throughout the learning
• Launch the unit with an inciting incident that sparks curiosity and intellectual tension

Learning builds in deliberate phases, increasing cognitive demand from surface knowledge to deep understanding and transfer. Informed by gradual release of responsibility, complexity is scaffolded so challenge rises as independence grows.

In practice, this means we:

• Sequence learning from surface to deep to transfer
• Secure disciplinary mastery before application
• Increase cognitive demand while maintaining a culture of safety and high expectations

Transferable capabilities are deliberately targeted and developed through the Future Anything Capability Framework. Drawing on entrepreneurial pedagogy, capabilities are explicitly taught, practised and reflected upon so growth becomes visible.

In practice, this means we:

• Select a target capability aligned to the unit outcomes
• Embed weekly micro-challenges that deliberately strengthen that capability
• Gather evidence of growth and support students to reflect on their development

Assessment is designed as Authentic Mixed Method Assessment (AMMA): a cycle that synthesises multiple forms of evidence to inform learning and improvement in real time. Drawing on formative assessment research and Gold Standard PBL, students prototype, receive structured critique and refine their work through sustained iteration rather than one-off submission.

In practice, this means we:

• Design authentic, mixed-method assessment tasks that blend performance, interview, rubrics and other evidence sources
• Build multiple feedback loops and iterations of major work (e.g., at least three refinements)
• Use portfolio learning peaks to progressively increase complexity across the unit

Learning culminates in a public celebration of learning. Informed by Gold Standard PBL, sharing work with an authentic audience increases ownership and strengthens the quality of final performance. Reflection is deliberately woven throughout the learning journey and made explicit at its conclusion. Research into metacognition and transfer shows that students are more likely to retain and apply learning when they analyse what worked, what didn’t, what they would do differently and why it matters beyond the task.

In practice, this means we:

• Design assessment for a public showcase or authentic audience
• Embed structured reflection checkpoints across the unit and explicitly at the end
• Guide students to articulate how their learning transfers to future study and life