SILVERTON Primary School is situated in Jackson’s Road, Noble Park North, in the City of Greater Dandenong.
Currently has an enrolment of 373 students.
Student Family Occupation 0.74 below the 20 Percentile.
Open Plan design consisting of 4 Open Plan Teaching Learning Centres, Administration block, specialist wing including Information Resource Centre – Library / ICT Lab, Visual Arts Workshop, Instrumental Music Room, Canteen and General Purpose Room all established around a central courtyard.
Silverton’s Journey 1993 Open areas – individual classrooms. No team teaching Privatisation of practices 1995 Open up areas. Teaching in teams Very threatening. 2002- Present Shared pedagogy. Teaching in Professional Learning Teams Authentic curriculum – Child centred. ICT Rich Negotiated curriculum Children pursuing passions. Easier to change the physical environment than to change to pedagogy .
Easier to change the physical environment than to change to pedagogy.
MUST get the Learning & Teaching right.
Theorists “ The mind is not a vessel to be filled, but a fire to be ignited.” – Plutarch “ The art of teaching is developing into the art of teaching children to teach themselves . “ Change the system, not the child. Do things with children, not to them.” George Betts “ Make the program fit the child NOT the child fit the program.” George Betts “ It is easier to assimilate a thousand new facts in any field than to assimilate anew point of view of a few already known facts.” Vygotsky. Not all children learn in the same way, at the same time on the same day.
Children are active members of a variety of communities – include family, friends, ethnic cultures, sporting teams etc. Learning is Lifelong. Children born with potential to be curious, powerful learners with desire to make meaning of all experiences. People have particular predispositions to learning styles, ways of learning and intelligences. Principles
Communities of learners
Modelling through team teaching
Use of mentors.
Co-creation of curriculum by children & teachers.
Exploration of “Big Ideas.”
Inquiry based learning.
Learning through following passions.
Learning to access different ways of learning.
Learning to access knowledge.
Critical, lateral and creative thinking.
Personal differences are valued.
Pedagogical practices cater for varying dispositions of learning..
Higher order thinking.,
Promoting a positive self-esteem; self confidence; resilience and tenacity..
Principles Education must value and support democracy.. The rights of a children requires the child to have a “voice.” The knowledge and technological age has transformed the concept of being educated. People bring to any situation, pre existing understandings and theories which are always partial. Learning is not linear .
Choices in learning
Learning through “passions.”
Learning must be visible.
Development of organisational & change management skills.
ICT as research, documentation and creative tool.
Teachers as co-learners with children.
Differentiate the program cater for all abilities and interests.
Scaffolding of learning in meaningful contexts.
Reflections on learning.
Research based projects.
Authentic – Real Life tasks
Discipline knowledge and skills are learnt in context.
People learn through engagement in complex experiences, in which they make relevant, purposeful connections. Skills and a body of knowledge are needed to acquire success in life. Principles
Teaching and Learning Practices (Pedagogy) We have used the Victorian ’s Principles of Learning and Teaching Prep – 12 to generate discussions around good teaching and learning practices The Principles of Learning and Teaching P-12 is one of the 5 key elements identified in the ‘Blueprint for Government Schools’ under the ‘Flagship’ – ‘Student Learning’. They are considered an important part of Flagship Strategy 1 in conjunction with the Victorian Essential Learning Standards (VELS), Curriculum Planning Guidelines, Assessment and Reporting Advice and the Knowledge Bank. The Blueprint was released on the 13 th November, 2003. The PoLT resource has been developed from other similar initiatives, Schools Innovation in Science (SIS), Middle Years Research and Development (MYRAD) project and Middle Years Pedagogy Research and Development (MYPRAD) project.)
Victoria’s Principles of Learning and Teaching Prep – 12 Principle 1 : The learning environment is supportive and productive Principle 2 : The learning environment promotes independence, interdependence and self motivation Principle 3 : Students needs, backgrounds, perspectives and interests are reflected in the learning program Principle 4 : Students are challenged and supported to develop deeper levels of thinking and application Principle 5 : Assessment practices are an integral part of teaching and learning Principle 6 : Learning connects strongly with communities and practice beyond the classroom
The PoLT process provides the opportunity for individual teachers, teams of teachers and schools to gain quantitative data on student perceptions on their learning and learning environment, and compare them to teacher perceptions. This data can provide valuable indicators of professional learning and development needs, as well as valid indicators of student learning preferences.
The PoLT resource is all about implementing change, through reflection, auditing and planning, hopefully resulting in an improvement in student outcomes . It has been developed in consultation with academics and teachers alike. It contains a number of tools:
Student Learning Survey – allows students to identify activities that students find helpful in their learning.
Student Perceptions Survey – allows students to reflect on their learning environment (with a major focus on the teacher). There are separate surveys for Early and Middle Years students and they relate directly to the 6 PoLT principles.
Component Mapping – gives teachers the opportunity to reflect on their teaching practices as they relate to the 6 PoLT principles (and their associated sub-principles).
Data is collected each year from the students and teachers
Each year we focus on something our data is telling us
Learner Profile As a school team we have developed our own Learner Profile. We asked ourselves; What does it take to become a sustainable human in our society today? At Silverton Primary School, we assist our students in becoming life long learners by supporting them in developing thinking and communicating skills while extending their personal growth in an ever changing world. The students at Silverton Primary School aspire to acquire the valuable learning habits that are set out in our student profile.
It is expected that students who leave Silverton Primary School will display the following Valuable Learning Habits: Risk Takers Communicators Well balanced Thinkers Open Minded Reflective Knowledgeable Inquirers Pride Caring
Thinkers Students who are thinkers are able to use a variety of strategies to critically and creatively analyse information, solve problems and make decisions by applying learnt thinking skills. Communicators Students who are communicators are able to receive and express different modes of communication and expression clearly. They can comprehend and compose a range of written, spoken, visual, kinaesthetic and musical texts that convey information, ideas and viewpoints from various audiences. Inquirers Students who are developing their inquiry skills have a love of learning. They wish to find out more about the world and the way humans, animals and plants work with and in it. Their enthusiasm for learning is sustained throughout their lives. Pride Students who display pride show commitment and integrity in who they are, the group they belong to and how they complete tasks.
Risk Takers Students who are risk takers are confident individuals who are comfortable in dealing with unfamiliar situations. They are independent and self assured to try new roles, ideas and strategies when completing different tasks. Open Minded Students who are open minded use their interpersonal skills to respect the views, values and opinions of other individuals and cultures. They show cooperation, courtesy and tolerance when working with others towards a common goal. Caring Students who are caring value the needs and feelings of others. They display a concern for the welfare of other individuals, the wider community and environment. Well Balanced Students who are well balanced understand the importance of the physical, social and emotional elements of their health and how it links to personal wellbeing.
Talking about the role of the teacher and student is very important to discuss each year before any curriculum planning happens and for new staff members to hear, we want to make sure everyone has the same share vision of what the school’s curriculum is all about
If someone walks into your classroom or learning centre what would they see the teacher / s doing? What would the students be doing?
Teachers as facilitators, what does this mean to us?
Student Centred Learning, what does this really look like?
Prep – 2 students involved in ‘Discovery Time’ for two hours a day, based on personalised learning and play based.
3 – 6 students involved in Inquiry Based Learning, Independent and Cooperative Learning, Personalised / Individualised Learning, Rich Tasks, Authentic Learning and Project Based Tasks – Reality Groups.
A strong focus on ICT within the learning environment
Explicit Teaching still occurring
Sharing of students – responsible for all students in the Learning Centre
A strong emphasis on assessment , tracking our students
A well established Professional Development focus
A strong and motivated leadership team with a shared vision
Staff members all view themselves as learners, risk takers and reflectors.