We provide diverse, challenging and child-centred learning programs to develop successful, lifelong learners.
The educational, social, emotional and physical needs of the whole child are of primary importance and we are committed to an assessment program that values progress and achievement in all these areas.
Spensley Street Primary School’s vision is to develop highly-skilled, knowledgeable and caring young people. We want our students to be inclusive, innovative & inspired lifelong learners, who will become active, engaged and thoughtful citizens.
Spensley Street Primary School’s mission is to provide students with the best possible educational, social and emotional foundations that empower and support them to be successful learners.
Our vision of a successful learner
We value and promote student voice and agency to provide students with authentic experiences of self-advocacy and leadership. We want our students to develop a strong sense of social justice, and to acquire the knowledge, skills and confidence to think critically about their world.
Our vision of a successful learner is one who is:
- An open-minded and creative thinker
- A resilient and reflective self-manager
- An empathetic and reliable collaborator
- A responsive and respectful communicator
- A curious and persistent researcher
- A courageous and responsible contributor
Our multi-aged environment groups students of different ages together for learning, giving them opportunities to experience a range of social and working relationships. Multi-ageing provides a flexible learning environment that is responsive to the students’ skills, abilities, stages of development, interests and personalities – not just their age.
We provide our students with stimulating, targeted and challenging learning opportunities to ensure they become successful, confident learners with a strong sense of self.
We foster a strong, supportive community for our families. We value our staff and recognise their importance, in partnership with families, in supporting students to fully realise their learning potential.
We are committed to open, democratic governance that recognises the rights of everyone in our community to participate in decision-making at Spensley Street.
Spensley Street Primary School’s pedagogical approach follows the principles of a child-centred, developmentally appropriate and inquiry based approach. Teaching and learning at Spensley Street is based on a philosophy that values a multi-aged learning environment.
Spensley Street recognises that the first learning in a child’s life takes place within the family and understands that successful learning is a shared responsibility that requires active participation and commitment. This understanding underpins the organisation and operation of the school – the way we learn and the way we interact.
The learning and teaching at Spensley Street Primary School support and promote the principles and practice of Australian democracy, including a commitment to: elected government, the rule of law, equal rights for all before the law, freedom of religion, freedom of speech and association and the values of openness and tolerance.
Multi-age education is the intentional placing of students of a range of ages and abilities in the same learning space. To enhance continuity of learning and the development of relationships, where possible, students spend more than one year with the same teacher/s.
Child-centred learning takes account of students’ needs and interests, and acknowledges student voice in the learning experience. Child-centred learning gives students opportunities to be active, responsible participants in their own learning.
Developmentally Appropriate Curriculum
A developmentally appropriate curriculum views the child as a whole and takes account of each student’s personality, social, emotional, cognitive and physical development, their learning preferences, interests, gender identity, family, ethnicity and culture.
Inquiry learning is a student-centred, active learning approach that takes as its starting point the natural process of inquiry, building on this to develop information processing and problem-solving skills. Students are actively involved in the construction of their knowledge
What is Multi-Age Education?
Spensley Street Primary School provides an inclusive, multi-aged learning environment with an integrated curriculum, both broad-ranging and developmentally appropriate.
Our multi-aged class structures group students of different ages together for learning, giving them opportunities to experience a range of social and working relationships.
At Spensley Street, our Prep students are in classes with Year 1 and Year 2 students. Our older students are also grouped in classes made up of more than one year level. In 2021, these classes are Years 3&4 and Years 5&6.
Multi-ageing is a well-established class structure at Spensley Street. Over time, the children have the opportunity to move from being the youngest in the group to the eldest. Teachers value the flexible learning environment that is responsive to the students’ skills, abilities, stages of development, interests and personalities – not just their age.
In our multi-aged classes, we provide our students with stimulating, targeted and challenging learning opportunities to ensure they become successful, confident learners with a strong sense of self.
Multi-ageing provides opportunities for a wide range of relationships and social experiences and encourages students to appreciate the diversity of talents, skills and abilities of classmates.
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