Each girl at Abbotsleigh is encouraged to develop her potential in a caring Christian environment by fostering her pursuit of personal and academic excellence.

 

Teaching and learning philosophy
Abbotsleigh is committed to providing challenging learning experiences, maintaining developmentally appropriate expectations for all students, and promoting achievement. Students develop their areas of strength in our flexible learning environments. Girls are encouraged to take responsibility for their own learning and set realistic goals so they can attain their best.

 

We honour our students’ individual differences and believe that exposure to a broad and balanced curriculum is key to ensure well-rounded development. Abbotsleigh supports a range of challenging and extending learning opportunities.

 

Experiential and enquiry-based learning are essential aspects of our pedagogy so that students ‘learn by doing’. Comprehensive Service-Learning and outdoor education programs allow girls to engage in authentic learning experiences.

 

Respect and responsibility underpin the behaviour and interactions of all girls and staff. While we recognise all girls need to be nurtured, we understand the ways in which their pastoral care is structured will vary according to their maturity. Classroom teachers play a pivotal role in the Academic Care of Junior School students, and in the Senior School, tutors ensure the needs of students are met.

 

Our co-curricular programs provide a systematic, coordinated approach which promotes student leadership. The goal is to encourage ethical, critically constructive and creative problem solvers who develop into resilient and responsible citizens.

 

Abbotsleigh aims to provide enrichment for girls of all levels of ability, and encourages students to celebrate their personal successes. Girls enjoy varied classroom experiences and co-curricular opportunities where each has the opportunity to excel.

 

Equality of opportunity does not mean identical provision for all. The School aims to identify and monitor the needs of our most able students and those requiring additional support at the earliest possible stages. The identified needs of students, including those who are gifted and talented, may require a variety of types of support.