Learning at Chewton

At Chewton Primary School, our students are curious, confident, grounded and connected locally and globally, as champions of positive change in the world. Our students are critical and creative thinkers and learners. Our students have a strong sense of self and are responsible, resilient and independent. We care for, celebrate and value everyone in our community and foster a strong sense of belonging for all.

Chewton Primary School provides a comprehensive curriculum with a strong focus on literacy, numeracy, and wellbeing. We follow the Victorian Curriculum and have a detailed Whole School Scope and Sequence in Literacy, Numeracy, Inquiry (Humanities and Science), Arts, Physical Education, Health and Wellbeing, STEM and Digital Technologies. 

Our school is a '5 Star Sustainable School' with a commitment to Indigenous perspectives in the curriculum. We also offer Auslan across all year groups at Chewton. 

We use the Readers and Writers Workshop model, Little Learners Love Literacy program, promote the Rich and Authentic Tasks in numeracy and Mental Health in Primary Schools Initiatives. 

Specialist teachers provide instruction in Visual Arts, STEM (Science, Technology, Engineering and Maths), Language (Auslan) and Library (MARC). Social and emotional learning are taught through the Respectful Relationships Program and Kimochis program as well as through camps and excursion initiatives. The school is an active participant in district sport competitions as well as providing opportunities for students to participate in instrumental music through tutoring in guitar, drums and keyboard.

The school has developed an evidence based instructional model which is used in all subject areas, including specialist classes. Teachers work in teams and as a whole school to plan, implement and monitor learning. Our staff lead professional learning in Literacy, Numeracy, Wellbeing, Neurodiversity, Indigenous Perspectives and Professional Learning Communities (PLC).

Students are supported and extended through programs such as the Victorian High Achievers Program, Mental Health and Wellbeing counselling and support, Hands on Learning Program, Tutoring Learning Initiative and Individual Education plans.

Learning is personalised via individual goal setting and differentiated teaching and learning, taking into account interest, needs and learning characteristics and student assessment data. The school leadership is focused on 4-year planning cycles using the Framework for Improving Student Outcomes (FISO) and continuous analysis of a range of data around school improvement. At this level there is:

• an integration of long- term planning around fiscal management, workforce planning and school structures.

• a high level of professional development and the promotion of professional autonomy in the context

• participation in the school improvement and teaching and learning teams and consultancy support for key initiatives.

• a structured approach to curriculum planning that ensures a shared vision within the school on curriculum development, common documentation and common understanding of the whole school curriculum by teachers and parents. Parents are invited to take part in focus groups to ensure the curriculum reflects the school community’s values and aspirations.

• data analysed regularly by teachers in their curriculum planning includes a suite of year level assessments including NAPLAN and an analysis of school performance data including student, staff and parent surveys.