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The Middle School at Villanova aims to provide an engaging and joyful experience of schooling specifically suited to the developmental needs of boys in Years Seven, Eight and Nine.
  
The Middle School at Villanova aims to provide an engaging and joyful experience of schooling which is
specifically suited to the developmental needs of boys in Years Seven, Eight and Nine.
This experience of schooling encompasses not only the formal curriculum structured around the nine key learning
areas of Religious Education, English, Mathematics, Science, Studies of Society and the Environment,
Technology, the Arts, Languages other than English, and Health and Physical Education, but also addresses the
social, emotional, physical and spiritual development of students through activities and programs within and
outside the classroom. The Villanova Curriculum Framework describes our beliefs, our values, and our aims for
each Villanova student.
Based on sound academic research in both education and psychology, our approaches in the Middle School aim to
meet the needs of young adolescent males, including:
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Identity - the students’ need to address their own identity issues as young
men, as students, as sons & brothers, and as Villanovans.
Relationships - developing productive and affirming relationships with
adults and peers in an environment that respects difference and diversity.
Purpose - a need to develop a sense of purpose; to see benefits in
learning, to have a reason to come to school, to go to class, to do a task.
Empowerment - viewing the world critically and acting independently,
cooperatively and responsibly; freedom to question and to search for
meaning.
Success - having multiple opportunities to learn valued knowledge and
skills as well as the opportunity to use talents and expertise that students bring to the learning environment;
being able to have success recognised.
Rigour - taking on realistic learning challenges in an environment characterised by high expectations and
constructive and honest feedback.
Safety - learning in a safe, caring and stimulating environment that actively addresses issues of discrimination
and harassment.
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The boys’ experience of the Middle School at Villanova is characterised by:
∙ Caring relationships
compassion, understanding, respect, and interest
∙ High expectation messages
firm guidance, structure and challenge, focus on strengths and assets rather than negatives
∙ Opportunities for meaningful participation and contribution
opportunities for valued responsibilities, making decisions, giving voice and being heard,
contributing one’s talents to the community
In this way, the Middle School is not only an intellectually challenging experience for the boys, but also one
during which the students are encouraged to develop their full range of talents and to mature as faithful,
responsible young people.
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Pastoral Care & Student Development
Our approach in Pastoral Care and Discipline is to encourage students’
personal development and the development of self-discipline through
building strong, supportive relationships between students, and between
students and their teachers. This relationship focus is central to the
Augustinian ideal of a strong community and is the basis for our
Restorative Practices approach to behaviour management. Restorative
Practices emphasise meeting the responsibilities that come from being a
member of a supportive community and provide a means for students to
develop personally, emotionally and socially in a safe environment.
Each Middle School student is a member of a Pastoral Care group consisting of students from Years Seven, Eight
and Nine and their Pastoral Care Teacher. Students maintain this connection with their Pastoral Care teacher
throughout the three years of the Middle School. Each of the Pastoral Care groups belong to one of the four
Houses within the broader College.
The Head of Middle School and three Year Level Coordinators, with the College Counsellor and Pastoral Care
Worker, form the Pastoral Care Team for the Middle School. Working with the twenty Pastoral Care Teachers
and the Middle School classroom teachers, the Pastoral Care Team aims to provide an environment in the Middle
School which best encourages the development of the boys as individuals as well as a member of the community.
The Pastoral Care team, in collaboration with the House Coordinators and specific members of the College
Leadership Team, provide for the boys in the Middle School a developmental program of leadership and personal
development that connects seamlessly with the other stages of the program in the Junior and Senior schools.
Teaching and Learning
Our teaching and learning approaches are based on an understanding of learning derived from recent research in
the fields of cognitive science and psychology, are informed by our understanding of the specific learning needs of
adolescent males and are infused with an understanding and appreciation of an authentic Augustinian pedagogy.
The specific model of learning that we employ is based on the Dimensions of Learning framework developed by
researchers at the Mid-Continent Regional Education Laboratory (McREL). This model adapts readily to enhance
our understandings of a particularly Augustinian approach to education.
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Our five Dimensions of Learning are described as:
∙ Developing positive attitudes and perceptions
∙ Acquiring and integrating knowledge
∙ Extending and refining knowledge
∙ Using knowledge meaningfully
∙ Using productive habits of mind and heart
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These Dimensions and the many cognitive skills involved in them
are developed in all courses of study and allow for a skills-based
integration across the curriculum from Year Five through to Year
Twelve, but this cross-curricular approach is particularly evident
in the Middle School.
Staff
The Head of Middle School has specific responsibility for the pastoral care of boys within the school, as well as a
shared responsibility for pedagogical leadership and staff formation.
In the pastoral care role, the Head of Middle School is assisted by three Year Level Coordinators, one for each of
the three year levels.
The coordination of curriculum and teaching and learning in the Middle
School is the responsibility of the Middle School Curriculum Team,
consisting of the Head of Middle School, the Middle School Humanities
Coordinator, the Middle School Maths/Science Coordinator and the Vice
Rector - Curriculum. The Vice Rector - Curriculum has collaborative
responsibility for ensuring the effective articulation of learning programs
across the Junior, Middle and Senior schools.
Teachers in the Middle School plan and work collaboratively with the
Pastoral Care Team and the Curriculum Team to ensure coordinated
programs and a common approach.
The Middle School Precinct
The Middle School precinct gives students a sense of security and ‘ownership,’ and includes the home rooms
dedicated to Years Seven, Eight and Nine. The Middle School precinct consists of the O’Donnell, Good Counsel
and the eastern Tolentine buildings. The Middle School Pastoral groups meet in this same area.
Students in the Middle School have access to the Middle School open space (on the
corner of Fifth and Sixth Avenues) for outdoor learning activities.
In addition to rooms in the specific Middle School precinct, students in the Middle
School share facilities across the school including the computer laboratories;
theatre auditorium; gymnasium; science laboratories; pool; art, drama and music
facilities; sports fields; and the two library sections.
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