Address

Eastbourne Primary School, Allambi Ave, Rosebud West Report an Absence - How to Enrol

Phone:

(03) 5986 4884

Hours

Mon-Fri 8:00 am to 5:00 pm

Personalised Learning Approach in all classrooms

At Eastbourne Primary School, our aim is to ensure that all learners are making greater than expected, visible growth across the curriculum. Our school recognises that to achieve our vision, learning must be personalised to meet the needs of each individual learner. Our whole school teaching approach is based on helping each child achieve success.

Engagement

We recognise that in order to help student make greater than expected progress in their learning, teachers must create an environment that leads to high levels of student engagement. At Eastbourne, we aim to promote student engagement on three levels:

  • Behavioural Engagement - families and children are supported to attend school and helped to become a part of the school community through development of pro-social behaviours;
  • Emotional Engagement - families and children are supported to enjoy being at school, through developing strong relationships with their teachers and their peers, as well as engaging in fun, authentic activities;
  • Cognitive Engagement - children are supported to know their learning goals, how much progress they are making and what they need to do to improve.

Precision

For students to make optimal progress, teachers must be constantly aware of each child's individual progress against the curriculum framework, and have an explicit plan for moving them forward. Teachers and learners work together to know where learners are at, what their next step is, and what they have to do to get there.

All assessment at Eastbourne Primary is for teaching: it helps us make informed decisions to increase precision to make learning more engaging for learners. A precise curriculum means that students are working on the point of need that is relevant to them.

Assessment allows the teacher to find the student’s point of need, providing information to give precise feedback to the learner.

Assessment is used to measure improvement and this is fed back to the learner. Assessment is continuous and both teacher and learner can respond to progress made.

At Eastbourne, success is measured in terms of growth rather than achievement of a standard.

Curriculum Planning for Personalised Learning: Planning for Progress

The curriculum at Eastbourne is seen as a developmental continuum, rather than a discrete standard of where students should be. The learner’s progress against the curriculum progression is the starting point for curriculum planning.

Students and teachers have a shared, clear understanding about what progress looks like. This allows targeted feedback to occur, precise to the learner’s zone of proximal development.

Teachers and students use a shared curriculum framework that students understand. We use student-friendly curriculum statements ('I Can...' statements, 'footsteps' of learning).

These curriculum frameworks are promoted and displayed throughout the school so that the community understands progression. Parents are more active in the learning process thanks to their understanding of these frameworks. The frameworks provide enough detail to give precise feedback and demonstrate growth. They take the form of learning continua focused on what students can make, say, do, write (observable behaviours).

Team-based Approach

At Eastbourne Primary School, we believe effective teaching is a collaborative endeavour. The purpose of our collaboration is to improve learning outcomes through improving teaching. All teams of teachers use analysis of student progression to identify and evaluate the effect of instruction. A distributed leadership culture, highly skilled professionals and a shared vision and purpose ensure that teams function effectively.

Teachers work in teams that have significant time to plan together to meet the needs of children in their cohort. The children move fluidly across all teachers in that year group as all the teachers take responsibility for each child within their year group – and ultimately across the school. Teachers also reflect on their practice by working together  to improve their teaching and in turn improve student outcomes. Success is shared along with things we can do to improve for next time. Whole school continua are consistently used yet always open for change and innovation.

Teaching practice is deprivatised across the school: teachers recognise themselves as learners and recognise the benefit of collaborating for improvement. The school has a dedicated, comfortable location for team planning, including access to high-speed wireless internet, electronic data projection to display e-data walls and curriculum planning resources.