A mainstream R–6 school providing a specialist Intensive English Language Program. We strive to develop inquiring, creative, and respectful individuals who learn from each other and appreciate the richness of humanity.
These values guide everything we do, shaping our interactions, learning approaches, and community relationships.
Our culture is proud, vibrant and connected. We celebrate diversity whilst fostering a strong sense of belonging for every student, family and staff member.
Staff are engaged with the Strategy for Public Education and have identified Effective Learners as a focus area to enhance teaching and improve learning outcomes.
Our 2026 Site Learning Plan centres on developing effective learners across two key curriculum areas. These foundational areas provide the building blocks for success across all learning domains and support our students in becoming confident, capable learners.
Effective learners display curiosity for the structure of words and texts. Through explicit teaching they develop understanding of how language is learnt, drawing upon phonics and spelling knowledge to convey increasingly complex meaning across all areas of language development.
Effective learners think outside the box and confidently have a go. They engage in purposeful learning talk, make connections with prior knowledge, value progress over perfection, and embrace hard thinking individually and collaboratively.
Learners will develop phonics and spelling knowledge through explicit, targeted teaching and apply this knowledge across all curriculum areas. Through systematic phonics instruction and meaningful writing opportunities, our students will gain the tools to unlock the power of language.
High quality instruction across all year levels with systematic tracking and intervention support.
Learning experiences that spark curiosity about words, enabling students to apply phonics knowledge in all contexts.
Authentic opportunities for students to write for different purposes and audiences with increasingly accurate spelling.
- Demonstrate self-regulation during explicit teaching
- Monitor their own progress
- Display curiosity for word structure and meaning
- Transfer phonics knowledge to writing
- Create texts for specific purposes
- Set personal writing goals
- Explicitly teach phonics with consistent routines
- Model positive learning dispositions
- Use tracking tools to monitor progression
- Design learning that sparks curiosity
- Assess using Brightpath
- Implement effective goal-setting routines
Learners will develop number fluency and place value knowledge through explicit differentiated teaching, learning, assessment, and monitoring. They will apply this knowledge in routine and non-routine individual and collaborative problem-solving activities.
Positive dispositions and demonstration of effective maths learner capabilities across the school.
Consistency in assessment and feedback processes at each year level.
Opportunities for students to individually and collaboratively solve real world problems.
- Demonstrate positive dispositions towards maths
- Use effective learner language and strategies
- Engage in daily maths "talk time" within lessons
- Show excitement and curiosity about maths concepts
- Work individually and collaboratively to solve and share thinking
- Practise problem-solving strategies to build resilience
- Model positive dispositions and excitement towards maths
- Use pre and post assessment with multiple entry points
- Moderate student work in PLCs
- Provide timely feedback with explicit next steps
- Design opportunities to challenge and build persistence
- Disprove misconceptions actively
Teachers use the Cycle of Inquiry as a framework to evaluate practice. Teaching PLCs work collaboratively to determine student growth points and facilitate success for all.
Where are we?
Understanding our current state through data and evidence.
How might we get there?
Planning and designing the learning strategy together.
Give it a go
Implement the plan with courage and commitment.
Where do we want to get to?
Identifying aspirational goals for student growth.
What did we learn?
Reviewing evidence and outcomes collaboratively in PLCs.
What will we embed / stop?
Consolidating effective practices, discontinuing what doesn't work.
As teachers we are learners who use our professional knowledge and experience to make informed decisions about best practice. Teaching PLCs will work collaboratively to determine student growth points and how we might best facilitate success for all.
- Start of year spelling review
- Spelling monitoring assessment
- Brightpath assessment and moderation
- Year 1 phonics screening check
- PASM
- Student writing goal achievement
- Transfer of knowledge across curriculum
- PAT-M assessment data
- DfE numeracy check
- Dispositions pulse checks
- Number progressions
- Automaticity of number recall
- Academic growth and confidence measures
- Student self-assessment
- LGU scope and sequence
- LGU targeted coaching
- Literacy PLC
- Writing Plus PD
- Intervention training · Brightpath
- Ron Ritchhart's Cultures of Thinking
- SA Curriculum
- Orbis Maths PD
- Maths PLC
- Maths Kits
- SA Curriculum · Maths progressions
- Ron Ritchhart's Cultures of Thinking
- Paul Swan – Maths Literacies