LEARNING SUPPORT 

Beaumaris North Primary School recognises that a ‘one size fits all’ approach to teaching and learning is problematic. To ensure that we meet the learning and support needs of every student, enrichment is offered in each Year Level.

 

Differentiated Learning Groups

Students are enriched and extended across each year level through differentiation of the Curriculum and planned Literacy and Numeracy program activities. These take the form of class lessons and rotations involving a variety of flexible groupings to enable students to achieve their potential.

 

Flexible Learning Environments

All classrooms offer flexibility in layout and design to support different learning needs and teaching styles. Teachers collaborate with each other to ensure that our students are getting the best possible learning opportunities. Our classrooms enable students to work in a way that suits their learning styles, allowing both collaborative and individual work.

 

Learning Support Teachers

Each year level has extra staff (Learning Support Teachers) who are all very experienced classroom teachers. They are an integral part of the year level team and work closely with the classroom teachers to:

  • Identify specific learning and support needs of individual students.
  • Assist with the provision of various Differentiated Learning Groups.
  • Facilitate processes and strategies to maximise learning outcomes for all students.
  • Monitor progress of students.
  • Work in partnership with families to maximise learning opportunities for students at school and at home.

Learning Support Programs by Year Level

 

Prep                                  

The Prep Year is the exciting start to a child's education. It is the year that lays the foundation for learning throughout their primary years that includes routines, organisation skills, PYP Learner Profile and Attitudes, Literacy and Numeracy. The Learning Support Teacher works closely with all the class teachers within the classroom providing extra assistance and adjusting support to individual children to meet their differing needs and learning points. Small groups of children may be withdrawn too, during the course of the week, to participate in further Literacy and Numeracy activities. These groups are fluid and needs based, changing as the learning needs of the children change.

 

Year One                                        

The Treehouse Enrichment Program provides an enrichment program that focuses on building upon and strengthening the literacy and numeracy skills of Year One students. For more information see: http://www.beaumarisnorthps.vic.edu.au/treehouse.htm

 

Year Two                                       

In Year Two, our differentiated learning groups are always changing as we understand that the learning needs of each student will not always remain the same.

Numeracy: Five differentiated groups are run twice weekly with each group focusing on numeracy and mathematical concepts aimed at their level.

Literacy: Differentiated groups are run weekly with the students participating in a variety of activities to further develop their reading strategies and comprehension. Additional reading groups are facilitated each week where students read in small groups to consolidate concepts and work on oral reading and vocabulary activities.

Writing: Small writing groups enable the students to practise different genres of writing whilst focusing on the correct use of punctuation. Spelling words and weekly blends are also revised with the aim of improving spelling strategies in all students writing.

Handwriting: Students are given the opportunity to work on improving the size and formation of their handwriting in a small group setting each week.

 

Year Three                   

Year 3 Learning Support extends the needs of individuals to provide targeted differentiation of the curriculum. This includes working with students in individual, small and larger groupings. The needs of the students are determined through rigorous and varied assessment strategies and discussed regularly with all teachers in the year level. Varied, consistent and practical activities feature highly in the program.

Year Four                  

The Year 4 Learning Support Teacher is an integral part of the wider Literacy, Numeracy and Wellbeing programs. The Learning Support Teacher supports and extends the needs of individuals to provide targeted differentiation of the curriculum. This includes working with students in individual, small and larger groupings. The needs of the students are determined through rigorous and varied assessment strategies and discussed regularly with all teachers in the year level. Varied, consistent and practical activities feature highly in the program.

 

Year Five                                       

The Year 5 support is fully integrated into the Year 5 Learning Program. The children are divided into teaching groups for the core subjects, Numeracy and Literacy. These groups are quite fluid so by the end of the year the children are highly likely to have been taught by all four staff members. Our support program also allows for the cohort to operate as a whole year level with the children having access to targeted assistance from all teachers at any one time. Staff can address needs as they arise or conduct workshops addressing identified skills. Children are encouraged to feel part of the greater whole rather than disparate grades. In this way we are able to utilise the educational support of all staff at all times thereby providing an optimal learning environment for the children.

 

Year Six                                         

The Year 6 enrichment programs use flexible work spaces to cater for smaller differentiated groups which focus on the needs of individuals in both Maths and spelling.  Writing and Inquiry rotations also occur on a weekly basis focusing on a variety of topics and exploring a range of concepts to add to the student's repertoire of strategies to use when working in Year 6 and beyond. Having extra experienced staff also allows for greater monitoring of student progress and extra assistance where necessary.