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
Deliberate, research informed efforts to foster literacy motivation and engagement within and across lessons
Read –aloud of age-appropriate books and other materials, print or digital
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
Activities that build phonological awareness
Explicit instruction in letter-sound relationships
Research- based writing instruction
Intentional and ambitious efforts to build vocabulary and content knowledge
Abundant reading material and reading opportunities in the classroom
Ongoing observation and assessment of children’s language and literacy development that informs teaching
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