Our Approach

We take an inquiry approach to learning, moving from student interest to the unknown, actively involving students in the learning process.

We identify students’ zone of proximal development for literacy and numeracy teaching, and explicitly plan to progress each students’ learning, along a developmental continuum, providing ‘just in time’ teaching and experiences that continue to challenge and engage.

We aim to ensure that each student knows the importance of being a good person with solid values, who knows right from wrong, supports others and takes responsibility for their actions. A restorative approach to discipline supports this work.

Learning is maximised within a safe environment, where students feel both motivated and empowered as they strive to be the best they can be. Environmental awareness is promoted across the school community, fostering respect for personal and communal property and our environment.

Lifelong learning is fostered for all members of the school community.  It is both collaborative and independent, following individual pathways to the future. Diverse learning styles, interests and abilities are catered for through flexible teaching styles. Learning happens through participation in engaging, meaningful curriculum incorporating both broad curriculum and relevant life skills. It promotes creative thinking and problem solving and participation.

Technology plays an important role in accessing the curriculum for all students and we aim to continue to stay abreast of technological developments and apply them to meet students’ learning needs

The school philosophy is enacted through:

  • Community consultation, web site publications and forums
  • Staff professional development and induction processes
  • Ongoing curriculum development
  • Parent and family support structures
  • Connect Groups – weekly vertical pastoral care sessions
  • Policies such as the Student Learning policy
  • Processes such as Professional Learning Teams which plan collaboratively to identify and address students’ learning needs