Learning and Teaching

How we learn and teach at Trafalgar Primary School

Our Vision

Together, empowering learners to follow their passion and make powerful contributions to the future of others.

Our Values

Be Safe, Be Respectful, Be a learner

Roles and responsibilities in our learning community

At Trafalgar Primary school the teacher:

  • Has a deep understanding of the learning process

  • Monitors progress through summative (end of unit) and formative (ongoing-daily) processes

  • Uses rich, diverse models prompts and texts with the the whole class, small groups and individuals

  • Believes that all students can achieve above expected learning growth

  • Works as a member of a Professional Learning Community

At Trafalgar Primary school the student:

  • Develops as a motivated and engaged learner

  • Participates in a rigorous, well-balanced, engaging curriculum program

  • Knows how they are going as a learner. Knows where they are headed. Knows how they will get there.

  • Reads and views a wide range of well written texts - both fiction and nonfiction

  • Learns to use strategies for comprehension making inks within, beyond and about the text

At Trafalgar Primary school the parent/carer:

  • Ensures children attend school each day, arriving on time with the uniform and equipment required to learn

  • Demonstrates a positive attitude at home about school, teachers and the importance of education

  • Keeps open communication with their child’s teacher, Team Leader and the Principal, communicating any concerns they may have

  • Reads with their child each day and encourages their child to work to the best of their potential, academically and socially

  • Demonstrates behaviour aligned to our school values when in the school community; or interacting with teachers, administration and other staff working in the school;

  • Attempts to provide, to the best of their ability, proper rest and nutrition for their child, as these are extremely important if they are to function well at school;

  • Makes themselves aware of their child’s performance at school and be open to a mutual sharing of concerns;

We engage in these 10 research-based instructional practices

  1. Deliberate, research informed efforts to foster literacy motivation and engagement within and across lessons

  2. Read –aloud of age-appropriate books and other materials, print or digital

  3. Small group and individual instruction, using a variety of grouping strategies, most often with flexible groups formed and instruction targeted to children’s observed and assessed needs in specific aspects of literacy development

  4. Activities that build phonological awareness

  5. Explicit instruction in letter-sound relationships

  6. Research- based writing instruction

  7. Intentional and ambitious efforts to build vocabulary and content knowledge

  8. Abundant reading material and reading opportunities in the classroom

  9. Ongoing observation and assessment of children’s language and literacy development that informs teaching

  10. Collaboration with families in promoting literacy

We put our belief about learning in action through our Instructional Model

Because we believe children need time to practice what they are learning … we use the workshop structure in each of our lessons which includes a short focused mini lesson.

TPS Teaching and Learning Model.pdf