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Stage-based Learning at Calvary
20 February 2025
We sat down with our Principal & CEO, Mrs. Cherylynne Gostelow, to dive into Stage-based Learning at Calvary—what it means, why it matters, and how it’s shaping the future of education for our students.
Q: What inspired you to introduce stage-based learning at Calvary?
The journey started for me around 2010 in a different working context. I was exploring ways to disrupt the factory model of education that Sir Ken Robinson spoke about in his famous TED Talk, "Do Schools Kill Creativity?" That talk deeply resonated with me, and I began researching how we could break away from the traditional approach.
Through my reading, discussions with colleagues - both nationally and internationally - I realised that children learn by stage, not by age. No two children learn to walk at the same time, or develop skills at the same rate, so why should learning in schools be any different? I then looked at the Australian Curriculum, particularly the scope and sequence documents, which showed a clear developmental progression. It became obvious that instead of dividing the curriculum by year levels, we should focus on learning sequences - how students develop literacy and numeracy over time. When I examined this further, I saw that the curriculum naturally fit into two-year stages, making it both structured and manageable. That was the foundation for our stage-based learning model.
Q: How did you go about implementing stage-based learning at Calvary?
The previous Principal had already begun challenging traditional teaching methods, introducing three-year groupings in the junior school. That was a great foundation, but after careful consideration, we saw the benefits of a two-year grouping approach. When the opportunity arose, I was able to build on that progress and transition smoothly.
We began by placing Year 1 and Year 2 classes next to each other and encouraging teachers to collaborate, forming the foundation of Stage 1. One of our campuses adopted multi-age groupings a year ahead of the other, and today, that campus has the stronger understanding of stage-based learning.
My leadership style is to allow leaders to develop solutions rather than enforcing changes from the top. By empowering our team to explore and implement multi-age classes themselves, they fully embraced the vision. Over five years, teachers adapted to this new language and approach. We had to correct some habits—such as calling students by year level rather than stage—but the transformation has been worth it.
A key success metric has been the learning progress data. More students at Calvary are showing more than one year’s academic growth per year than at any other school I have worked at. That is incredibly rewarding.
Q: How have students responded to stage-based learning?
Younger students don’t seem to notice much difference - they follow their teachers’ lead. However, the shift was more noticeable for older students. When we introduced Stage 4 (Years 7 and 8), some Year 8 students initially resisted having younger peers in their class. But by the end of the year, they became strong advocates, recognising how much they had grown by mentoring younger students. Data from that cohort also showed the most academic progress.
Q: What is the progress of implementing Stages 5 and 6?
Stage 6 (Years 11 and 12) was naturally introduced with the ATAR system. The Queensland Curriculum and Assessment Authority (QCAA) promotes alternative sequence courses for smaller schools, allowing Year 11 and 12 students to study subjects together. For example, Chemistry doesn’t need to be taught sequentially, so we can combine Year 11 and 12 students while maintaining different assessment processes.
Stage 5 (Years 9 and 10) is a bit different. Elective subjects lend themselves well to multi-age learning, but in core subjects like English and Maths, we have prioritised a timetabling model that allows maximum flexibility in grouping. For example, all English classes run simultaneously, allowing students to join classes that match their level of interest and ability. The same is true for Mathematics.
In English, this also allows teachers to teach texts they are passionate about while giving students some choice in their learning experience. A well-structured timetable provides flexibility while ensuring a high-quality education.
Q: If you were giving a tour to prospective parents, how would you explain the benefits of stage-based learning?
Every conversation in education today emphasizes the need for personalized learning. What we offer at Calvary is a system that truly makes personalized learning possible. By allowing students to progress at their own pace within structured stages, we foster deeper engagement, better academic outcomes, and greater confidence in our learners. Our data proves this approach works, and our students thrive as a result.
Want to learn more about Calvary?
Principal's Tours - Limited places remain
- Tuesday 25 February 2025 - Springwood
- Wednesday 26 Febraury 2025 - Carbrook