PRIMARY SCHOOL

Students in the primary years are grouped into Community Classes (multi-aged) with a Teaching Team with whom they form close relationships.  Classrooms are comfortable and aesthetic, fostering respect for the environment and each other; and they are designed to encourage independence and self-regulation in learning. The students work within a 'flow of the day/week', rather than strict timetables and bells or sirens.  Learning is thus more responsive to and respected by the students, so that if they are engaged and wish to continue on a project or task they can do so.

Integrated and Skill Based Learning (Supporting in-depth Learning)

Learning is facilitated through a combination of integrated projects and specific skill-based or 'crafting' experiences where cross-curricula research and investigation is supported by the learning and practice of specific and targeted skills.  For example, an investigation into the species of trees found within our school might be supported by the specific teaching of observational drawing, mapping and tabling skills.

Place Based Education (Widening Horizons)

We understand the importance of utilising communities and places to support and inspire learning (Place Based Education) so the projects in which the children engage, incorporate where possible the relevant history, culture, economy, literature and art of the people and places around us - local, national and international depending on the age of the students.

Nature Based Education (Nature as a Framework for Learning)

Our commitment to valuing the natural environment (Nature Based Education) means that we use the outside spaces in and around our school to read, journal, research, photograph, map and play.

Hundred Languages

Students are encouraged to use many different 'languages' to learn and to express their ideas, such as dance, role-plays, interviews, written stories, cartoon creations, sculpture or maps.  The BPCS Arts Program, incorporating Drama, Dance, Visual Arts, Kitchen Gardening, Music and Cultural Studies is designed to provide students with many opportunities to express themselves and record their discoveries in many different ways.

Reporting and Monitoring

As part of  BPCS' commitment to building relationships with families and making the student's learning more visible, teaching staff encourage regular communication with and reporting to parents through meetings, web journals (class newsletters), 'Snapshot' reports (mandated curriculum) and parent/teaching team interviews. Although we gather information about our students' achievements and attitudes using diverse and authentic methods (discussion, checklists, video, work samples, etc), students are required by legislation to participate in the National Assessment Program for Literacy and Numeracy (NAPLAN) every two years from the age of 8 and we also carry out school testing in the intervening school years to support our own observations.

Focus Teaching Staff

The BPCS Teaching Teams work in collaboration with a Literacy Support Specialist and an Inclusive Education Coordinator to assist in the development of specific support programs when relevant.  BPCS has staff specially trained in the use of programs such as Bluearth (BPCS non-competitive, whole child approach to physical education), Rock and Water (a physical approach to supporting children in their social/emotional development), and studies of Italian language and culture who work regularly with all classes.

Literacy and Numeracy

BPCS acknowledges that all students learn differently and that there needs to be a variety of strategies used to engage and challenge them when acquiring literacy and numeracy understandings.  Teaching Teams integrate all aspects of literacy and numeracy using a balance of whole language and phonics instruction, authentic literature, authors in residence, web-based programs, games, problem solving, purposeful investigations, word study and reflection on personal thinking and strategies (meta-cognition).