Pedagogical Framework

Bardon State School’s curriculum is aligned to the Australian Curriculum. Our teaching teams collaborate to develop Year Level plans and Term Plans that ensure continuity and alignment across classrooms and from P to 6. Our Year Level Teaching Teams engage in Collaborative Professional Release (CPR) each week to; review the curriculum to be taught, plan pre assessments, analyse class data, design teaching and learning experiences and assessments, and moderate to ensure alignment of teacher judgement.

There are eight Learning Areas in the Australian Curriculum –

  • English
  • Maths
  • Science
  • Humanities and Social Sciences (incorporating History and Geography)
  • Technologies (incorporating Design Technology and Digital Technology)
  • The Arts (incorporating Visual Arts, Music, Dance, Drama and Media Arts)
  • Health and Physical Education
  • Languages Other Than English – Japanese (years 4 to 6)

At Bardon

We use a range and balance of teaching approaches to ensure a range of skills are developed in our students from prep to year 6. Our aim is to ensure out high expectations are upheld academically but also instilling the skills needed in an ever changing world.

Explicit Instruction is a feature of our teaching pedagogy and based on the work of John Fleming and Fisher and Frey. Explicit teaching is an instructional strategy used by teachers to meet the needs of their students and engage them in unambiguous, clearly articulated teaching.

The aspects of Explicit Instruction include:

  • establishing and maintaining clear learning goals and expectations for each lesson (OLGIT)
  • teaching and expecting students to use metalanguage in ways that support learning
  • deconstructing and sequencing teaching to focus on the steps that lead to new knowledge, deeper understandings and/or more sophisticated skill
  • varying instruction in response to immediate and reflective feedback
  • providing scaffolded learning experiences for students to practise, synthesise and consolidate learning
  • developing the capability of students to self-regulate and learn independently

The Gradual Release Model is also a feature of our teaching and learning sequence and it moves students through stages of engagement in their learning from;

I Do – Teacher centred instruction and modelling
We Do /You do Together – Collaborative engagement in the learning; practice of skills together
You Do – Student demonstration of their learning
Plough Back – Reviewing the learning together

Inquiry Learning is incorporated into a range of learning areas which encourages students taking more ownership of their learning and developing skills of questioning, researching, analysing, communicating, evaluating and reflecting. This promotes problem solvers and curious life-long learners who think creatively. In 2017 we will continue to find areas to develop these skills in the students through real and relatable learning experiences.