Academic
Carncot offers a broad and balanced curriculum that allows the opportunity for every girl to achieve personal excellence.
We nurture the creative and curious, and take both pride and joy in learning and doing well.
Each student is an individual with her own particular aptitudes and talents, and small class sizes allow for individual attention that makes the difference. All successes whether in the core curriculum, outside examinations and competitions or mastering the next step in the learning are acknowledged and publicly celebrated.
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The girls love their specialist classes in Mathematics, Languages, Music, Art and PE, while maintaining the highest standards in the core curriculum. Extension opportunities are embraced and excellence in any area is a celebration in the Carncot culture.
Our teaching staff are the hidden talents behind the Carncot name. They are our real treasures. We believe in and value the highest calibre of educators and mentors. The diverse range of personalities and teaching styles that Carncot offers helps develop and shape learning experiences in a positive and progressive way.
It is a world where our girls are progressively taught to take responsibility for their own learning, setting their learning intentions and evaluating progress against their own success criteria. All activities are designed with a range of needs in mind. Your daughter will leave Carncot with an advanced platform of learning and achievement.
- Read ERO Report on Carncot Academic
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“Teachers make genuine efforts to learn about each girl’s individual strengths, interests, aspirations and needs. Regular assessment includes the use of a range of tools, many standardised. Teachers use student achievement information to establish learning needs for individuals and groups. This information is not yet well collated or analysed schoolwide to show achievement trends and patterns over time.
ERO analysis shows that nearly all girls achieve at or above their chronological age in measures of literacy and numeracy. Many students achieve well above national expectations in these areas.
Highly effective teaching practice is clearly evident. Small classes allow teachers to respond to students’ individual needs, through close monitoring and conferencing, as required. Teachers provide opportunities for girls to work in groups, as individuals and within whole-class learning. Classroom routines are well established and staff have high expectations for student behaviour, work, and interactions. Most teachers use high level questioning skills to extend and challenge students’ thinking.
In most classrooms, formative assessment practices are developing well. Teachers share learning goals, the criteria for success and give regular specific feedback on next steps for learning. Girls are encouraged to become independent learners. They are confident, articulate and show genuine enjoyment in all aspects of their education.
Classroom environments are highly conducive to learning. A positive, calm and affirming tone prevails in most rooms. Nurturing and supportive interactions are the expectation and girls are well behaved, polite and cooperative. Learning time is maximised within these focused settings.” ERO Report 2008
