Literacy
Our whole school approach towards English supports our students to learn the necessary skills and concepts to become successful, literate learners. Learning occurs through informed, purposeful planning which provides engaging learning opportunities that are targeted to meet the needs of all students.
Our lesson design and instructional model is evidence based and is designed to cause high quality learning for all students.
Students are encouraged to be active participants of their learning, they develop specific individual learning goals, participate in teacher conferences and receive and respond to explicit actionable feedback that optimises their learning.
Assessment practices are purposeful, authentic and inform planning for differentiated instruction designed to meet the needs of all students and cause high quality learning.
Reading
Through the delivery of evidence informed instructional practices, the Big 6 of Reading, consisting of Oral Language, Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension, provide all students with the necessary skills to be effective readers. Instruction of aspects of the Big 6 changes as student’s progress through the school and their learning.
Spelling
Students are systematically and explicitly taught to become proficient spellers through a synthetic phonics approach. Key spelling knowledge in 4 domains are:
As student’s progress through their learning journey, they build on their phonics knowledge through the systematic instruction of spelling, grammar and punctuation skills, developing their understanding of how language works.
Writing
Texts are a means for communication. Students are immersed in a range of text types, developing their skills as writers. Brightpath is used as a framework to assess student writing and target individual learning needs within writing.
Students are explicitly taught how to apply and use their knowledge of language to achieve its purpose, the conventions of writing, cohesion, punctuation and authorial choices to develop their written work.
Opportunities to apply grammar and punctuation skills learnt is embedded in writing.
Students develop letter formation alongside the development of phonics and spelling as they demonstrate their ability to represent sounds.
Handwriting skills are explicitly taught as student’s progress through the school.
Numeracy
Numeracy is a fundamental life skill. It is developed in multiple ways right from the early years as young children learn about counting, measuring or estimating during play.
In schools, learning about numeracy has 6 areas:
- Estimating, calculating and solving complex problems with numbers
- Identifying, describing and creating everyday patterns, and using patterns to identify trends
- Solving problems using fractions, decimals, percentages and rates
- Collecting and interpreting data, and explaining likelihood of events
- Using measurement – including length, temperature, mass, volume, capacity, area and time
Students develop numeracy as they apply their mathematical knowledge and skills in their everyday lives and in the learning areas.
Integrated Studies (Future Focused Learning)
To succeed in the future, our students will require research, problem-solving and critical thinking skills. They will need to be able to work independently and together with groups of students. The purpose of Spring Hill Primary School’s Future Focused Learning approach is to promote, teach and lead staff, students and the community in recognising and developing the knowledge, skills, attitude and values today’s students need to thrive and shape their world.
We have acknowledged that students need to be engaged with relevant, meaningful and exciting learning. The work place environment, for which we are preparing our students, is changing and we must assist our students to become successful leaners, creative individuals and active informed citizens. Through relevant and informative HASS, Science and Technologies units, lessons and assessments use original stimulus resources and differentiation, so students learn with purpose and depth. Cross curriculum priorities and general capabilities are also thoroughly addressed.
Curriculum integration is an approach that examines real life problems, issues or concerns that draws on students’ prior knowledge, experiences and interests. The world we live in is changing and education must change with it. If we live in an interconnected and interdependent world, it only makes sense that knowledge be presented as interconnected and interdependent. An old adage states: Tell me and I forget, show me and I remember, involve me and I understand.
- When students create new value, they ask questions, collaborate with others and try to think “outside the box” in order to find innovative solutions. This blends a sense of purpose with critical thinking and creativity.
- Reconciling tensions and dilemmas means students acquire a deeper understanding of opposing positions, develop arguments to support their own position, and find practical solutions to dilemmas and conflicts.
- Students who have the capacity to take responsibility for their actions have a strong moral compass that allows for considered reflection, working with others and respecting the planet. Taking responsibility is connected to the ability to reflect upon and evaluate one’s own actions in light of one’s experience and education, and by considering personal, ethical and societal goals.
To succeed in the future, our students will require research, problem-solving and critical thinking skills. They will need to be able to work independently and in groups. The purpose of Spring Hill Primary School’s Future Focused Learning approach is to promote, teach and lead staff, students and the community in recognising and developing the knowledge, skills, attitude and values today’s students need to thrive and shape their world.We have acknowledged that students need to be engaged with relevant, meaningful and exciting learning. The work place environment, for which we are preparing our students, is changing and we must assist our students to become successful leaners, creative individuals and active informed citizens. Through relevant and informative HASS, Science and Technologies units, original stimulus resources and differentiation are used so students learn with purpose and depth. Cross curriculum priorities and general capabilities are also thoroughly addressed.
