Arrendell

Secondary Education Centre

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(02) 4929 2522



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History

Current Profile

History

Arrendell Secondary Education Centre was started by a young woman, Lynley Brennan who, forty years ago, decided that her passion for helping children who learned "Differently", should become the focus of her life work. At the time, support for children with 'Dyslexia' and 'ADHD' as they were called, was in its infancy in New South Wales schools.
There was a significant need for support and specialist attention for these children and Arrendell began by providing that support.

As part of expanding the background knowledge available to help these children, Lynley accessed the work of researchers and innovative educational specialists from Britain, Europe and Western Australia, which was leading the way in this area of education in Australia at the time.
Lynley also received encouragement and information from SPELD NSW, which was the standard bearer for support for children with so called 'Specific Learning Disabilities'.


Current Profile

The original educational philosophy behind Arrendell Secondary Education Centre involved a focus on individual strengths and the development of confidence and enthusiasm - a 'Can Do Attitude' - while building up the student's areas of weakness.
It also encompassed a flexible approach to learning which could respond to each child's individual learning process.
We also felt that children needed to have fun in their learning as well - after all, tutoring happens after a full day of school.

Over the years Arrendell Secondary Education Center has grown and developed in response to changing needs within Newcastle's educational context.
Our focus on the individual child and his or her particular strengths, weaknesses and specific needs has remained our core strategy in our approach to teaching teenagers.
In response to changes in the needs of parents and students, our profile has expanded in the last 25 years to include programs specifically aimed at empowering and developing the talents of gifted students. These days we have teachers who focus on chldren who are failing to achieve their potential and others whose skill set lies in empowering gifted students.

As we have worked with gifted children, we have become aware of the value of 'Master-Mind' groups. Gifted students working together in small groups on extension work, develop better by sharing and discussing ideas than they do simply one-on-one with a teacher.
Such groups facilitated by experienced, skillful teachers, develop independent, creative thinking and confidence as well as ownership of their work. These attitudes and the habits that accompany them, have a very significant impact on achievement, both within the classroom and beyond.
These groups expand thinking skills and insightful social interaction as well as using the positive power of peer groups to help sustain effective habits of work and study.