School structure & learning neighbourhoods 2018
At PVSPS we recognise that all children are individuals who bring a range of knowledge, skills and experiences with them. They develop and learn at different rates. They have preferences and strengths. Their learning needs, including academic, social and personal, will change as they grow and learn.
Teachers in primary schools are generalist teachers, qualified to teach all learning areas at all levels. With the leadership team, they collaboratively plan to teach and meet the range of learning needs of the students. Whether teaching a straight or a composite class, teachers continually assess student achievement and teach individuals and groups at their point of learning need (regardless of the year level in which they are enrolled). They identify learning needs through regular assessment to find out what students know and what they need to learn next (aligned to the Victorian Curriculum continuum). Teachers explicitly teach skills and concepts to the whole class, as well as groups, according to their learning needs. Sometimes groups are of mixed ability and sometimes they are of like-ability. Structures for this include teacher-directed groups, collaborative groups, parent helper supported groups and working on self-directed tasks.
Teams are organised each year to maximise engagement and learning opportunities for students.
In 2018 there are two professional learning teams who collaboratively plan, implement learning programs and evaluate teaching and learning. Prep to Year 3 (made up of 2 learning neighbourhoods – Prep/1 and Year 2/3) and Years 4 to 6 (made up of 2 learning neighbourhoods – Year 4/5 & Year 6).
Groupings of children within learning neighbourhoods reflect differentiation and are responsive to their learning needs. The programs and learning delivered are informed by data (not age or year level), and differentiated to reflect children’s learning stages on the curriculum continuum. (The continuum levels commence with F and then progress 1 to 10).
Children have a designated home group teacher within their learning neighbourhood. This teacher is the primary person for communication about matters relating to your child. Home groups are primarily for administrative and organisational purposes. Children may work with their home group teacher and other teachers within the team for English, Mathematics and other sessions. The children attend Science (STEM), Art and Italian sessions in their home groups and undertake PE sessions within their learning neighbourhood team.