At our school, we have a whole-school focus on consistent language and practices to support every learner. By using a common instructional approach, we reduce students’ cognitive load and create a calm, structured learning environment where they can thrive.
Every lesson begins with a review of previous learning, reinforcing key concepts and building student confidence. We then follow an “I do, We do, You do” structure — moving from explicit teacher instruction to guided practice and finally to independent application. This approach ensures students have the support they need to succeed at every stage of their learning.
Shaping Minds
All our permanent staff are upskilled using the Shaping Minds professional learning which underpins the way we teach and support student behaviour. This evidence-informed framework promotes positive relationships, and key components of improving engagement to improving student learning. It focuses on setting clear expectations, building routines, and developing students’ capacity to engage productively in learning.
Berry Street Education Model (Social and Emotional Learning)
Through the Berry Street Education Model, we teach students strategies to build resilience, regulate emotions, and develop a strong sense of wellbeing. These skills are explicitly taught and embedded into daily practice to help students become confident, connected, and capable learners. Part of this includes students checking in every morning to see if they are ready to learn and students learning language around their own emotions and regulation.
Top Ten Maths
We use Top Ten Maths to deliver engaging, hands-on and conceptually rich mathematics lessons. This program supports teachers to use consistent, high-impact strategies to build strong numeracy foundations and deepen mathematical understanding from Kindergarten to Year 6.
UFLI Foundations (Starting 2026)
For students in Pre-primary to Year 3, we are excited to implement UFLI Foundations— a structured literacy program grounded in the science of reading. UFLI supports students to develop strong phonemic awareness, phonics knowledge, fluency, vocabulary, and comprehension skills, setting them up for reading success.
Word Origins (Years 3–6)
From Year 3 to Year 6, we use Word Origins (endorsed by DSF) to extend students’ literacy knowledge through morphology and etymology. By exploring word parts and their meanings, students develop a deeper understanding of spelling, vocabulary, and reading comprehension.
Reading and Writing (K–6)
Our approach to reading and writing is guided by the expertise of the North East Metropolitan Language Development Centre (NEMLDC). Their scope and sequences and evidence-based strategies have been developed by experienced speech therapists to support language and literacy growth for all students.
We use visual icons to help students understand texts, build vocabulary, and sequence their writing effectively, ensuring learning is accessible and meaningful. This approach is further strengthened by our on-site speech therapist, employed one day per week, who works closely with teachers to support classroom practice. We also welcome practicum speech therapists from NEMLDC, ensuring our school remains closely connected to best practice in language and literacy development.