At Lowood State School, the principles of effective teaching and learning, and a multi-age philosophy, underpin the educational programs offered from Prep to Year Seven. This philosophy recognises that students learn and develop at different rates, and hence should not be held to time constraints (ie lock-step ‘grading’). The multi-age classroom is an environment where the teacher provides a developmentally appropriate curriculum based on each child’s unique progress, growth and needs.
To maximise teaching and learning outcomes, teachers at Lowood do not operate in isolated, privatised classrooms, but as members of teaching teams (P-3, 4/5, 6/7) who work collaboratively to plan units of work using the QCAR Essential Learnings as the curriculum intent/focus, Core Assessment Tasks and criteria sheets. To achieve continuity across P-3, our Early Years class teachers work closely to embed the Early Years Curriculum Guidelines and contexts of learning across all classes. Similarly, continuity of syllabus coverage from Yr 1 to 7 is ensured via a whole-school curriculum framework based around six curriculum organisers, covered in a two year cycle. Three units of work are planned and implemented by each team during the year, with an emphasis on embedding deep knowledge and understanding into all classrooms. Pedagogy, consistency/continuity of classroom practice across P-7, classroom differentiation and moderation of student work are priorities in 2009. We will also be continuing our work to improve literacy teaching across all year levels.
The school has implemented a number of highly successful intervention strategies to improve literacy and numeracy learning outcomes including STARS comprehension program, Accelerated Reader, Reading Recovery, Support-A-Reader, Support-A-Writer and Support-A-Maths. In 2009, the Words Their Way spelling program is also being adopted. Participation in academic competitions (University of NSW competitions) has been well supported by students and teachers. At Lowood, an inquiry/investigative approach to learning is emphasised, particularly in Maths & Science. (as highlighted by our implementation of the Primary Connections Science Program & the involvement of ALL classroom teachers in a partnership with UQ to improve pedagogy in Maths). Utilising learning technology is also an integral part of our school curriculum programs and ICTs are successfully integrated into the curriculum at all levels.
Other significant aspects of the school’s curriculum include:
· Cultural Studies
· Physical Education
· Music
· Technology and ICTs
· Values Education/Social Skills
· Higher Order Thinking Skils
· Brain Gym Enrichment Program
