Student Learning

Our purpose is to inspire children to achieve their full potential by developing:

  • A culture of learning based on positive relationships between students, staff, parents and the wider community.
  • Academic and social competencies based on our key values of respect, care, honesty, inclusion and commitment.
  • Responsibility for being self motivated lifelong learners.
  • A challenging curriculum appropriate to the needs of all students.
  • A caring, stimulating and happy learning environment, which fosters high standards of achievement and behaviour.
  • High expectations for all students to achieve their personal best socially, academically, physically and emotionally.

Our philosophy of student learning is based on the following six principles:

  • Teachers are accountable for students' learning and achievement
  • Learning is teacher directed
  • Teaching is explicit
  • Learning is developmental and sequential
  • Students are increasingly responsible for the application of their learning
  • Students need to regularly reflect on their own learning.

We currently have 20 classrooms and specialist classes in physical education, the arts, library, information technology and Japanese. All classrooms have interactive whiteboards which link students to global learning resources. These resources are supported by desk top computers in each classroom and two computer labs.

**We provide a range of programs which target individual needs. These include:

  • Program for students with disabilities
  • Reading recovery
  • Gifted education
  • Choir
  • Instrumental Music
  • Literacy support (including Koori literacy program)
  • Perceptual Motor Program
  • Buddies
  • Tournament of the Minds
  • Energy Breakthrough
  • Active After School Program

The school employs a speech pathologist and educational psychologist to provide specialised advice in setting individual learning programs.

The future directions for student learning in our school will continue to emphasise building staff professional capacity through ongoing reflection of practice informed by knowledge and understanding of learning theory. We believe all staff, whether new or experienced, benefit from ongoing review and reflection of practice. We value informed feedback as a key to ongoing professional growth.