Learning Goals

The Big Picture Learning Goals are used to guide and reflect on the different skills we develop throughout our learning. They help make sure that our individual projects and interests still fit within curriculum guidelines and meet important learning requirements. Rather than focusing only on traditional subjects, the Learning Goals show how we think, research, communicate, problem-solve and grow as individuals. They also help connect our projects and real-world experiences to skills that can be used beyond school, including at university, in the workplace and in everyday life.

Empirical Reasoning

Throughout Years 11 and 12, I have developed my empirical reasoning by using evidence and research to support my projects rather than relying only on assumptions or personal opinions. I can demonstrate this through my use of peer-reviewed literature across projects such as my research into the impacts of ongoing trauma in first responders and my Senior Thesis, Hear Beyond Words. I learned how to evaluate sources by considering their reliability, relevance and academic credibility, and selecting evidence that directly supported my research questions. For my Senior Thesis, I also synthesised information from multiple academic sources, identifying common findings and themes and then translating this research into clear and practical information for my resource kit. This has strengthened my ability to research critically, question information and use evidence to support my conclusions.

Quantitative Reasoning

Throughout Years 11 and 12, I have used quantitative reasoning across several of my projects to understand and apply numerical information. I can demonstrate this through interpreting statistics, percentages and quantitative findings in academic research for my Domestic Violence and Abuse, Impacts of Ongoing Trauma in First Responders and Hear Beyond Words projects. I used statistics to understand the scale of different issues, compare research findings and support the points I was making with evidence. In my Australia vs UK Accessibility project, I also used numerical data to compare accessibility between the two countries. I have also applied quantitative reasoning through my Social Action Project, where I tracked donations and considered the costs and value of items being collected. These experiences have helped me understand how numbers and data can be used to strengthen research, make comparisons and support real-world decision-making.

Social Reasoning

hroughout Years 11 and 12, I have developed my social reasoning by exploring complex social issues and considering how they affect different people and communities. I can demonstrate this through my Domestic Violence and Abuse project and my research into the Impacts of Ongoing Trauma in First Responders, where I explored sensitive social issues and considered the experiences of people affected by them. My Australia vs UK Accessibility project and Hear Beyond Words allowed me to explore Deaf accessibility, inclusion and communication barriers, while considering both research and different lived experiences. I have also demonstrated social reasoning through my Social Action Project, where I turned my research into action by organizing a donation drive to support people experiencing domestic violence. Across these projects, I have learned to consider different perspectives, challenge my own assumptions and think more deeply about how social issues can affect individuals and the wider community.

Communication

Throughout Years 11 and 12, I have developed my communication skills by learning how to present information clearly for different audiences and purposes. I can demonstrate this through my exhibitions and presentations, where I have explained my research and reflected on my learning to different audiences. I have also communicated my ideas through websites, videos and autobiographical writing, which has helped me explore different ways of sharing information and personal experiences. My Hear Beyond Words practitioner toolkit has been a major example of this, as I needed to turn academic research and lived experience into information that was clear, practical and appropriate for professionals. I have also developed my professional communication through working with academic mentors, researchers and people in workplaces, including asking for feedback, discussing my ideas and using their advice to improve my work. These experiences have made me more confident in adapting the way I communicate depending on the audience and situation.

Knowing How to Learn

Throughout Years 11 and 12, I have developed my Knowing How to Learn skills by becoming more independent and taking greater responsibility for my own learning. I can demonstrate this through designing and managing projects such as Hear Beyond Words, where I planned my research, developed the content and managed the project across three terms. I have learned how to find and work with academic mentors, ask for feedback and use their expertise to strengthen my work. I have also learned that my original ideas do not always need to stay the same, and I have changed my approach when research, feedback or new ideas showed me a better direction. Through my weekly journals, project reflections and autobiographical writing, I have regularly reflected on my progress, challenges and what I could improve. These experiences have helped me understand how I learn best and become a more independent, adaptable and reflective learner.

Personal Qualities

Throughout Years 11 and 12, I have developed my personal qualities through a range of projects, workplace experiences and opportunities outside of school. I can demonstrate this through the initiative I showed in my Domestic Violence and Abuse project, which later inspired me to take further action through my Social Action Project and Share the Dignity donation drive. My Impacts of Ongoing Trauma in First Responders literature review challenged me to explore a complex and confronting topic while remaining empathetic and considering the experiences of others. I also demonstrated independence and a willingness to challenge myself through my Australia vs UK Accessibility project, where I used my experiences travelling through the UK to investigate accessibility in real-world environments. Outside of my projects, working in aged care and participating in competitive volleyball have strengthened my communication, teamwork, responsibility and social awareness. Across these experiences, I have developed greater resilience, persistence, empathy and independence, while learning how I can use my skills and experiences to contribute positively to other people and my community.