Literacy
We follow the Science of Reading (SoR) approach to literacy development. This means that we use the latest research in brain development and how students learn to adjust our teaching and practices for the best outcomes possible. We follow the Talk for Writing framework to help improve students' writing abilities.
Numeracy
We have a strong focus on developing student knowledge through the use of concrete materials followed by pictorial representations and finally abstract concepts. For example, making two groups of six lollies, then drawing what this might look like, then finally representing it at 2 x 6 = 12.
Responsive Teaching Practices
Below are just some of the many responsive teaching practices that we implement at CPPS. These practices have significant research behind them proving them to be effective.
Explicit Instruction
There is a strong focus on explicit instruction for all areas of the curriculum. Explicit instruction involves the teacher explaining, modelling and practicing with the students the concepts being taught. Students are involved throughout the explicit instruction through the use of responsive teaching strategies (mini whiteboards, whole class responses, I do, you do, we do etc.)
Retrieval Practices
Following the latest research, all lessons incorporate the retrieval of previously taught material. In numeracy, before each lesson begins, the class complete a daily review of concepts taught in the last lesson, week, month and term. There are similar practices across all areas of the curriculum to assist in moving concepts into long term memory.
Daily Structure
Literacy and numeracy development is prioritised across the school. Students have a daily 2-hour literacy block followed by a 1-hour numeracy block.
Intervention
Students take part in literacy and numeracy intervention sessions based on the assessment data collected. Intervention sessions take place outside of the literacy and numeracy block given these students additional time to develop their knowledge.