All
learning is developmental. We progress through certain predictable stages
of development, be it in learning to walk, talk, read, write or use
numbers. How we progress through those developmental stages and the
rate with which we develop, is a very individual matter. While we can
predict certain milestones in relation to age, the relationship between
age and development is not necessarily the same for all people. So how
does St Martin's cope with the fact that development can be so different
for so many children ?
The Curriculum
is based on developmental Learning stages;
Children will have more flexibility to move through developmental early
stages at their own pace;
Learning group arrangements will be responsive to children's needs,
teaching styles and curriculum initiatives;
Diversity of learning group arrangements to include:
Flexibility of overall framework from year to year
Individual monitoring of children's progress
Opportunity
for children to experience continuity of same teacher for more than
one year;
All
children to experience a diversity of learning groups;
Parent
opportunity to provide input regarding learning needs of own children;
Curriculum plan for whole school to include a curriculum cycle and curriculum modules, measures that provide quality assurance;
Co-operative planning, resource sharing and moderation of outcomes to be promoted in Learning Teams for each developmental stage;
Student placement reviews available if parent, teacher or child believes
that the child is not performing in a particular group as well as expected.
The school is divided into three devolopmental stages:
The Early Years (P-3) developmental stage includes the pre-school and first three years of formal school. Children working at this level progress through the early phases of reading, writing, numeracy and social competencies. It is a time for experiencing and learning with others and taking increasing responsibility in a guided and supportive environment. Teachers will assess children's performance and report to parents on the early stages of development. Some children will spend longer than three years in this stage development.
The Middle School (4-5) stage of development includes what are generally the fourth and fifth years of formal education where the focus is on developing and enhancing fundamental competencies with opportunities to use these skills in problem solving and creative experiences. This is a stage where children are becoming quite independent and are expected to show personal responsibility in their work habits. Teachers assess children's performance and report to parents using a combination of school and statewide learning outcome statements.
The Senior or Upper School (6-7) stage of development represents an extension of the two previous stages with children generally in their sixth and seventh year of formal school. At this more advanced level of development children are provided with more opportunities for independent work and leadership opportunities. We are endeavouring to address the needs of these students by using the "Middle Schooling" approach, which is a term given to the transitional development of children from primary to secondary school.
LEARNING GROUPS
We call our class groups "Learning Groups" and they are named after the teacher's initials. So a learning group whose teacher was Jackie Smith would be called Group JS. Reference to Year or Grade level is of less importance.
FORMATION OF LEARNING GROUPS
Policy
As part of our Mission to provide Quality Learning and Teaching appropriate to the developmental needs of children in our care, St Martin's has a diversity of learning groups including Single Year Level (SYL), Multiage (MAG), Team Teaching ( which could involve multiage or single year groups) and smaller special purpose learning groups which work within most learning groups for short periods.
In order to achieve maximum flexibility to cater for the diverse learning needs of children, the specific arrangements of learning groups will vary from year to year.
Children will experience the diversity of learning group arrangements and teaching styles in addition to the broad educational opportunities offered at St Martin's.
Staff and parents have a role in the process of forming learning groups and monitoring how individual children progress in those learning groups.
