Through offering a balanced learning program we aim to support and nurture the development of children’s academic, personal, and social well-being. Learning frameworks support and guide student learning within the areas of literacy and numeracy, with other learning areas such as Science, Studies of Society and the Environment, Technology and Health/PE taught in a connected, holistic manner. We follow the Australian Curriculum.
Teachers focus on delivering a differentiated curriculum for all students. This involves catering for the full range of student abilities and offering a range of activities/programs at each year level. It is important that each child be catered for whether they require additional assistance from our specialist teachers or extension programs. Recognising that children do not possess the same level of skill, maturity and development at the same chronological age we believe that every child can succeed and be proud of their personal achievements.
All teachers meet weekly in professional learning teams to discuss curriculum planning and assessment. Team planning days are utilised to develop units of work as well as providing teachers with the opportunity to reflect on their current practices and set goals for the next term. Staff at Miles Franklin utilise the results of pre and post tests, NAPLAN and PIPS results, professional judgement, anecdotal notes running records and moderation guides to inform their planning and practice. The Quality Teaching Model informs these practices.
A typical day at Miles Franklin School consists of three main teaching blocks - literacy, numeracy and integrated units of work.
The depth of student understanding and expertise can be supported through programs such as: Learning Assistance (LA), English as a Second Language (ESL), Library, Enrichment, Year 5 and 6 Band, Social Skills, Sustainable Schools and Student Representative Council (SRC).
Strong partnerships with parents and carers are valued so student needs can be met in the best possible ways. Relationships between home, school and the community are fundamental to the academic, social and emotional needs of each child.
The school’s reporting processes serve to strengthen partnerships by informing parents and carers of student progress through formal and informal interviews reports and phone call conversations by classroom teachers and school leaders.