At Seaholme Primary School we believe Literacy education is fundamental to children’s success at all levels of education from early childhood to tertiary. Effective Literacy programs enable students to see connections between reading and writing and allow them to engage in extended dialogues about their learning. We pride ourselves on our excellent achievements in Literacy and constantly strive to continue to improve. We work collaboratively in teams to plan our Literacy lessons that are based on current educational research and cater to the individual needs of all of our students. Students participate in ten hours of literacy a week, one hour of Reading and one hour of Writing per day.
At Seaholme Primary School, we aim to develop a love of literature so that all students leave with the Literacy skills they need to succeed.
We have a consistent structure for the implementation of our Reading lessons, guided by the Department of Education’s Reader’s Workshop Model. A typical Reading lesson starts with a whole class focus where the teacher explains the learning intention, based on the student’s needs, and create success criteria that ensures the students know what they are learning. The teacher will model the learning and students will be guided to work collaboratively before moving onto independent practice. Throughout the lesson, students work on their individual goals while the teacher conferences with individuals and groups of students to provide feedback on their progress. The lesson concludes with reflection where students share their success and learning.
In Writing, the teachers follow the Writer’s Workshop Model with a whole class focus. The teacher explains the learning intention, based on students’ needs, create success criteria and use worked examples to ensure the students know what they are learning. Students apply what they have learned while working either independently on a writing task or in small group with students of similar learning needs. One on one writing conferences allow students to discuss their work and set individual writing goals with their teacher. The teacher models writing and think aloud as they show the students what successful writers do. Mentor authors are also used to show students how real authors work and highlight the strong links between reading and writing.
At Seaholme Primary School, learning mathematics creates opportunities for and enriches the lives of all students. To ensure all of our students develop the knowledge, skills and dispositions to effectively engage with mathematics, our mathematics teaching and learning program aims to development the following characteristics in all of our students:
The Analytical Mathematician
- Makes connections to the real world
- Explains their thinking
- Learns from mistakes
- Understands the problem and can represent it mathematically
The Communicative Mathematician
- Explains their learning and strategies to others
- Supports and teaches others
- Works productively with others
The Creative Mathematician
- Uses multiple strategies
- Uses a range of materials
- Generates multiple solutions
The Motivated Mathematician
- Seeks out new learning and challenges
- Is focused
- Is actively engaged
The Organised Mathematician
- Records their thinking
- Models their thinking
- Is ready to learn
The Resilient Mathematician
- Seeks challenges
- Applies feedback with a positive attitude
- Is persistent and doesn’t give up
At Seaholme Primary School, all students will participate in five hours of Numeracy per week. The content of these lessons is based on the Victorian Curriculum and informed by assessment of students’ understanding. We ensure students are supported or extended depending on their individual needs.
There is also an emphasis placed on:
- Providing students with a clear understanding of the purpose and focus of the lesson through learning intentions and success criteria.
- Following a set instructional model for each lesson which includes a warm up, teacher modelling, collaborative and individual work and reflection.
- Teaching and using multiple strategies to solve open-ended and challenging real-life problems.
- Exposing students to and building their mathematical vocabulary.
We aim to equip all students with the mathematical skills they need to succeed in life beyond primary school.
Seaholme Primary School uses a guided inquiry approach where all students across the school explore the same concept. We explore eight concepts over a two-year cycle. These include Community, Sustainability, Social Justice, Creativity, Identity, Change, Discovery and Connections. These inquiry units are also an opportunity for us to explicitly teach the Victorian Curriculum Capabilities which include; Critical and Creative Thinking, Ethical Capabilities, Intercultural Capabilities and Personal and Social Capabilities.
During the first week of each inquiry unit, students are immersed in the big-picture concept into which they will be inquiring. Immersion tasks often include a video or hands-on experience that provide opportunities to pique students’ curiosity, allow for the sharing of ideas and encourage clarifying questions.
Students undertake a pre-test to determine what they already know about the content and skills they will be learning during the unit. These tests can be repeated at the end of the learning sequence to monitor student progress.
During each unit, students are introduced to two Habits of Mind. They learn the focus of each habit and have an opportunity to practise it within the context of the content that they are learning. Links to these habits are made throughout the curriculum, providing a powerful mechanism to teach thinking dispositions to students.
Students work individually or in groups as they are exposed to and practise the skills necessary to complete a rich task. Students are introduced to different thinking tools and cooperative strategies and opportunities to connect what they are learning with their lives. Halfway through each unit, students have the opportunity to develop questions that they have about what they are learning. During this time students from grades three to six are prompted to plan and conduct an independent inquiry into one of their questions.
Each unit culminates in a rich assessment task. Students use rubrics to guide their progress and to assess peers. Many units include an opportunity for students to share their completed project with parents and visitors. During the final task in each unit, students are prompted to consider how they will use what they have learnt in the future. They record a reflection, share their ideas with others or create a product to remind them of the skills and knowledge that they have gained.