Over the past week I have had the pleasure of observing lessons in the primary college, in particular Stages 2 and 3. It has been a very interesting process to observe the start of an exciting new approach in our classrooms.
At the end of 2016 the teaching staff and I had many conversations as to what was working well and what needed improvement in our academic program. Major feedback from the teachers included that a number of students were struggling with some project work as some of their basic numeracy and literacy skills needed more attention. This led to an even more robust conversation as to how we can meet the needs of our students to the best of our ability.
In 2017 we rolled out a new approach in our college starting with primary college. We have completed some assessments of our students’ abilities and placed them into six different groups irrespective of their age, with the intention of grouping students with similar needs. The teachers then deliver a literacy (English) lesson for the first 60 minutes of the day and then the students move to different groups for their numeracy (Maths) lessons for the next hour. We have Year 4 students learning with Year 5, some Year 3 with Year 4, some Year 6 with Year 5 and what we are finding is that the students are responding very effectively. The groups are fluid in that the teachers are working hard to ensure they are sequencing the learning in a similar fashion so that if a student shows signs they are ready to be more challenged they may move groups immediately. The reverse is also true in that if we identify a student who needs the lesson to slow down or more support they can move to a more suitable group.
It feels like a mini high college program in our primary college and the students seem to be loving it.
After these lessons the students go back to their normal stage groupings to work on their projects and from our observations so far it seems an exciting approach. Students spend part of their day in very serious and focused work to push them in a challenging and rigorous environment. The next phase of the day sees them in the room with their peers and creates a different set of challenges with team/group dynamics playing a major role. The last phase of the day sees our students participate in their normal tennis or football sessions.
I would like to acknowledge our teachers who are being asked to challenge their normal methods which is what our college is based on; the willingness to ask the question, is there a better way?
Mel says
From a parents perspective. My son is in year 4, and has a new found excitinement with this program. As soon as I pick him up, he begins to tell me about what he finds he is doing well in, and areas he is not as strong in. I love the independance and self-control that he has adapted throughout this approach so far. I have found that this has contributed to a higher level of confidence within him, leaving him more intrinsically motivated, self-aware and keen to learn more.