Learning is the Work
At Grovely State School we believe in providing
learning opportunities for every child to develop to their full potential, by
varying the pathways through either a Montessori or Mainstream option. We are a unique school where
all students are challenged to be curious, active learners and students are
encouraged to achieve their very best within a supportive, unique and inclusive
We are a school with collaborative teams who work together
and share expertise to support students and their learning, and each
other. Our welcoming school environment
is supportive, community orientated, inclusive and underpinned by our school
wide values. Our school community have
high expectations of our school and we are fiercely invested in students
reaching their full potential. Our staff
are passionate, professional, flexible, dedicated and curious. They are committed to all students achieving
the best overall learning outcomes, within a positive, supportive and caring
environment. The dual pathway curriculum
facilitates the development of all students academically, physically, socially
and emotionally. The mainstream and
Montessori options allow for differentiation and challenge in a safe learning
environment. We unite towards the same
goal – to provide quality learning experiences that holistically prepare each
and every student for their futures and to be the best that they can be.
A Rigorous Curriculum
Teachers at Grovely
State School have a deep understanding of the content and what is to be
taught. Grovely follows the Australian
Curriculum in all learning areas and teachers prepare engaging, challenging and
curious lessons around the skills and knowledge and understanding of this
curriculum. The Australian Curriculum
sets consistent national standards to improve learning outcomes for all young
Australians. It sets out what students
should be taught and achieve as they progress through school. It is the base for future learning, growth
and active participation in the Australian community. The Australian Curriculum does not specify
how the content must be taught.
Therefore, Grovely teachers plan rigorous, relevant and engaging
learning to address the individual learning needs of our students. Grovely State School uses the Explicit
Instruction Model to guide students in their learning. The basic premise of each explicitly taught
Intent – We Are Learning To (WALT); What I’m Looking For (WILF); This Is
It – Teacher models skill/content to the students.
It – Teacher and students practice the skill together.
It Together – Students work collaboratively to demonstrate their understanding
of the skill/content.
It – Students work independently on the skill/content.
At Grovely, it is
expected that children should know the intent of the lesson, the expectations
around their learning, what they are expected to learn and the standard of work
that is required.
Regular assessment of
student learning, including diagnostic assessments to map the progress of each
student, and provide feedback to students on their learning progress is
Moving Knowledge from
Short Term to Long Term Memory
Some students gain an
understanding of concepts easily. However,
for most, things need to be repeated (some students may need to have things
repeated up to 30 times). In every
class, basics of literacy and numeracy are continually repeated through the
form of a Warm-Up. Warm-Ups can occur in
various forms, which includes skill, drill and practice; games; and utlilising
Information Communication Technologies (ICTs).
When students are given
the skills, guidance and opportunities it is amazing what they can
achieve. At every year level, we have
high expectations of our students. We
want our students to be challenged, curious and independent learners and it is
important that the core beginning foundations are provided at Grovely State
We believe that all children can learn and have potential,
by varying the learning pathways to suit the needs of the students. We believe that by scaffolding our
expectations of students they should be familiar with what is expected in their
learning and development. We guide and
support every child to fulfil their social, emotional, intellectual and
physical potential. In varying the
pathways through our Montessori and Mainstream options, we believe that
students learn through strong, positive relationships; safe, nurturing
environments; explicit teaching; constructivist/discovery models and all with
respect each child’s natural psychological, physical, and social
development. Our teachers are committed to planning for differentiation
and set high standards of work expected from the students.
Each student in the
school is expected to have learning goals.
The goals are gained from the student’s data and they are set by the
student with teacher guidance. The
students set goals around their literacy (reading and writing) development and
numeracy. The data used for goal setting
may include school and system data, teacher observations, report card comments,
reading progress statements, and information from parents. Each child is explicit about their goals and
the steps they need to attain them.
Parents as Partners
The parents at Grovely
are very supportive of the school and the students. Our staff communicate in a professional and
highly effective manner with parents and carers to ensure that this partnership
continues to grow and flourish for the benefit of every student. Teachers communicate with parents and carers
through a variety of different mediums.
These include, class newsletters, our annual meet and greet evening, and
3 way interviews. At Grovely, we highly
value our partnerships with parents and the community. This ensures that we work together to assist
in the development of the whole child. We
believe it is important to work together to support student learning.
Grovely State School
students know that the staff care about them and their learning. A vital element of our school environment is
that all staff develop quality relationships with the students in our school
and that every child matters every day.
At the beginning of
every year parents, students and teachers meet to discuss students learning
goals and establish important relationships that support student learning as
the year develops.
Report cards are issued
to parents twice a year as required by the National agreement for all states
and territories. Report cards provide
our parents with an Overall Achievement mark and an Effort mark plus a teacher
comment about their student’s learning in each curriculum area. Our teachers work together, through
moderation processes, to ensure consistency in teacher judgements.
Parents of students in
years 3 and 5 receive NAPLAN reports that offer information on how their child
performed during the National Testing that occurs in May each year.