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
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