Select Page
At South Ballajura campus we focus on the provision of an environment which is intellectually, socially and physically supportive of learning.  The foundation for all learning and teaching is the core shared values.

….

At South Ballajura Campus:

  • The Campus environment is caring, safe and inclusive.
  • Positive relationships are developed between children, parents and staff based on care, mutual respect and open communication.
  • Each person’s uniqueness is valued, enriching the learning environment.
  • Students are provided with the opportunity to achieve their full potential in literacy and numeracy.
  • Students are encouraged to achieve their personal best through goal setting and reflection, and to celebrate their success and the efforts of others.
  • Engaging and developmentally appropriate programs are provided to ensure that learning is optimised, particularly with a focus on ICT.
  • Active learning processes are explicitly taught and embedded in an integrated curriculum.
  • Staff collaboratively engage in an ongoing, professional learning cycle.
  • Resources provided by the Department of Education are distributed fairly according to student needs.

….

Our Vision

As our Year 6 students exit they will demonstrate:

  • Core  values.
  • Creative and critical thinking skills; including being social media ‘savvy’.
  • An understanding of  their rights and take responsibility for their actions.
  • Appropriate behaviour – know how to resolve conflict, be resilient and cooperate with others.
  • An appreciation of  The Arts and an ability to use ICT to explore The Arts.
  • Appropriate learning outcomes as per the Australian Curriculum; with a particular focus on English and Mathematics.
  • Regular attendance for all students.
  • Confidence in using ICT tools.
  • Life-long learning skills in a rapidly changing world and a quest for higher education.
  • Life skills for the future.
  • An ability to embrace and accept diversity; including cultural, special needs and gender equity.

….

Beliefs about Literacy

We believe effective teaching of literacy involves a FLAVOURED approach:-

  • Fluency, Comprehension, Vocabulary, Phonological Awareness, Phonics and Oral Language form the super six of Literacy learning.
  • Language, Literacy and Literature  strands are taught as per the Australian Curriculum.
  • Automaticity of key concepts are embedded through class warm ups and includes specific grammar, spelling, word study and phonics concepts.
  • Varieties of texts, including digital, are used to expose students to different genres and mediums for  both reading and writing.
  • Oral language activities promote speaking and listening to others through formal and informal situations  and  include news telling and class discussions.
  • Use of a wide range of different teaching strategies to suit the needs of the students and the concepts being taught are used in classes.
  • Real world applications for reading and writing includes reading  for information and pleasure and is supported at home through home reading programs.
  • Expectations of students are clear. Teachers use effective, engaging topics and themes that are relevant, meaningful and purposeful.
  • Direct and explicit instruction of concepts and strategies using the gradual release model and effective teacher modeling. Use of agreed scaffolding tools to ensure consistency across the school.

….

Beliefs about Numeracy

We believe effective teaching of numeracy involves a FRESH approach:-

  • Fluency: automatic recall of basic facts and use of mathematical terminology. Practise in class and revision at home.
  • Reflection:- opportunity to reason and articulate the process (How did you do it?). Students to share what and how they have learnt in mathematics.
  • Explicit teaching (EDI):- of concepts, mental calculation and problem solving strategies using the gradual release model and effective teacher modelling. Use of agreed scaffolding tools to ensure consistency across the school.
  • Sequenced where students learn at developmental levels that include facilitated and purposeful play in the early years and real life experiences throughout middle childhood.  The emphasis is on application of numeracy to everyday life. The use of challenging, contextual situations to explore and apply mathematics to real life situations.
  • Hands-on approach through using tactile materials and a variety of manipulative strategies to teach concrete ideas progressing to abstract. The use of cooperative learning that incorporates games, authentic tasks, investigations and access to digital technology.