In the newsletter this week we have announced our grade structure for next year. We have included the structure below and some of the rationale behind our choice.
4 x Grade F/1/2 classes
3 x Grade 3/4/5 classes
1 x Grade 6 class
The four Early Years classes will be located in our Learning Neighbourhood building. This open learning space will provided for these students and teacher to be fully immersed in the Early Years model of teaching and learning. Teachers will work towards team teaching and flexible groupings for literacy, numeracy and inquiry whilst maintaining face to face contact with their home group for sections of the day also. An additional teacher will provided literacy support and intervention for half of the week. Students will work on Investigations as an F-2 group in the collaborative space in the centre of the LN and will be encouraged to extend their thinking and curiosity as far as possible.
The 4 x 3-6 classes will be located in the main school building and collaborative teamwork across the 4 grades encouraged. As in the Early Years classrooms teachers will also work using a teaching model that focusses on differentiating their teaching so that students within their class group are catered for at their own level and extended appropriately. Students in Grade 3 and 5 will be involved in the Peer Support program once a fortnight as has happened in the past and students in Grade 6 will work within the buddies program with our Foundation students. Students within Grade 5 and 6 will be involved in the interschool sport program. The school camp program will still run as a 3/4 and 5/6 camp during the year.
Students will attend Specialist programs with their home group and work within these classes will also be differentiated according to ability and need.
We are excited about the structure and think it allows students and teachers to strengthen and build on the models of teaching and learning that we are continually developing. This structure supports social interaction between students and collegiality for teachers. We know that such structures develop and improve motivation, co-operation and attitudes to school. The diversity is an asset to support learning and allows teachers and students to construct meaningful learning in a varied learning context.
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