Curriculum and Programs
At St Brigid’s we share the following philosophical beliefs:
- Staff have a high belief in their collective ability to improve learning and the lives of students
- Everyone has the capacity for high levels of learning
- We have a “stage” not “age” approach to learning and teaching
- We are highly responsive to student needs
- We ensure that our students have a clear understanding of what success “looks like” in lessons and activities
- All learning has a clear intention
- Creativity, curiosity, collaboration, innovation and imagination is found in our learning
Our teaching philosophy is built on the work of Prof. John Hattie and experts such as Sir Ken Robinson. Play-based learning is very apparent in our Early Years classrooms and extends into the Primary years.
To offer further support for student learning, we apply the following interventions:
a child may be referred for a speech assessment from a concerned parent / carer or a staff member. An articulation screener is conducted with the parents permission and if required a follow up appointment is made with a Speech Pathologists. A Speech Pathologist may provide a speech program to be implemented up to three times a week with a skilled teacher assistant to support the child to communicate effectively
‘Making Up Lost Time in Literacy’ Research based, effective way of supporting low progress students experiencing difficulties in learning literacy skills. Conducted by trained teacher assistances in small groups up to four times per week.
Is an evidence based effective early literacy program. MiniLit is an integrated and balanced teaching program developed at Macquarie University. MiniLit provides explicit and effective teaching of reading skills through focusing on phonemic awareness, phonics, fluency, vocabulary and comprehension.
Special Learning Needs (SLN)
The Importance of Early Intervention - Learning disorders should be identified as soon as possible. Early detection takes advantage of the brain’s “plasticity”. Early detection and support may also prevent problems with self-esteem and avoidance behaviours. Early detection is essential.
We have clear processes... No child’s problem is diagnosed on the basis of one piece of information. Over time, multiple observers work collaboratively to collect evidence and build a profile of the child. This may include school data, classroom observations, checklists, psychological test or an educational tests. The school will send a referral with the evidence gathered to the families nominated GP requesting a follow up appointment with a medical specialist.
Although a teachers’ role may not be to make a specific diagnosis, their input is key to the process. The goal of helping each child to achieve his or her potential requires the cooperation and mutual respect of the parents, teachers, and staff. Working in partnership a Learning Plan will developed and implemented in the classroom and school environment to support the child. Learning Plans are continually monitored and reviewed collaboratively.