Our instructional model is a structured framework that guides the design and delivery of educational activities. It outlines the sequence of steps, strategies, and resources needed to facilitate learning effectively. By providing a systematic approach, instructional models help educators create engaging and impactful learning experiences for students.

The Skill Up  

The Skill Up is a short 10 minute task that allows students to reinforce their previous learning or to work on their current learning goals. This may differ in the different learning areas, but are intended to be a quick way to engage our students in a meaningful way.

The Learning

The Learning Intention is the focus of the lesson. The Learning Intention is communicated or displayed at the beginning and throughout every learning experience via the interactive TV. Students use this to guide their thinking, to redirect and reflect.

The Collective

The Collective is the explicit teaching component of the learning experience. Teachers design lessons that support students to learn and consolidate concepts and skills through scaffolded lessons that integrate a range of teaching strategies. This component of the session should not last longer than 15 minutes.  

The Builders

During The Builders, students apply or build on from the learning that has taken place during The Collective through engaging activities. This component of the can be undertaken individually, partners or in groups.

The Workshop

During The Collective, teachers will run small group instruction or conferences during The Workshop component to meet the needs of students. The workshops are organised during planning sessions and target the various learning needs of students.

The Showtime

At the end of the lesson, students are to share their learning in relation to The Learning and The Success. Teachers are to support students articulate where they are in relation to the success criteria and celebrate their learning. Teachers support students in helping them articulate the strategies they used to ensure they stayed on task and overcome difficulties.  

Learning at Newlands Primary School

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Community engagement in learning
Student Development
School Ethos and Environment
Student Cognitive Engagement
Connectedness

English Literacy at Newlands Primary School

Our approach to Reading draws on the theory behind the Science of Reading and combines this with our keystones to design learning experiences that align with our philosophy to teaching and Learning. We focus on developing students’ ability to decode the English language and lift words off the page alongside developing language comprehension to support our students to reach the ultimate goal of reading, comprehension.

Reading lessons follows a systematic, synthetic phonics approach in our F-2 program, where students systematically develop their knowledge of phoneme-grapheme relationships. They then apply this knowledge to blend known sounds when reading decodable texts. Across all year levels, we develop literal, inferential and critical reading comprehension through Questioning the Author and explicit teaching of reading strategies. The development of fluency is integrated throughout Reading lessons.

Our Reading program is supported by The Code. The Code develops students’ phonics skills and morphology and etymology knowledge to support spelling and reading. In F-2, The Code also supports students to develop their phonological awareness, as they learn to identify initial, middle and final sounds, blend and segment sounds and syllables, substitute and delete sounds in words and identify rhyming words.

Our approach to Writing draws on theory from the 6+1 Writing Traits and The Writing Revolution. Our grammar lessons provide skills that support students’ writing through the development of sentence fluency and word choice, whilst our writing lessons applies the writing process to support a genre based writing approach.

Spanish Bilingual Immersion Program

What is a Bilingual Immersion Program?
Newlands Primary School is the only Spanish-bilingual primary school in Australia and is a member of the Department Bilingual Schools Network. At NPS, Literacy and Numeracy are delivered in both English and Spanish. Students at NPS receive five hours of Spanish Literacy and 3 hours of Spanish Numeracy. The bilingual approach we use is immersion, where students are immersed in the Spanish language through targeted, explicit teaching in engaging, real-life learning contexts. This approach fosters rapid acquisition of vocabulary and facilitates students’ ability to respond effectively in the target language.

What does learning look like at NPS?
At NPS, Spanish teachers deliver content 100% in Spanish. Our teaching methods encompass a variety of bilingual strategies, including CLIL (Content and Language Integrated Learning) and TPRS (Teaching Proficiency through Reading and Storytelling), as well as TPR (Total Physical Response). These methods not only promote language proficiency but also enhance students’ understanding of subject matter across disciplines.

In our bilingual program, both English and Spanish classroom teachers collaborate closely to ensure coverage of the Victorian curriculum while actively seeking out cross-linguistic connections. This integrated approach enables students to develop fluency in both languages while gaining a deeper understanding of diverse academic concepts and cultural perspectives.

Benefits of Bilingual Education

Bilingual education has been shown to have many benefits for students and school communities. Students who undertake bilingual education have been shown to perform at above average levels on English and Mathematics. It also leads to increased understanding and appreciation of cultural diversity.

 

The Research

Spanish Literacy at Newlands Primary School

Our approach to Spanish literacy encompasses the essential language skills involved in learning a second language: speaking and listening, reading and writing. We use mentor texts as a cornerstone to develop vocabulary, oral language, and Spanish grammar. These mentor texts are differentiated to ensure all students learning needs are met. These texts follow our writing genre-based approach. Our aim is to enhance students’ vocabulary through multiple exposures to these mentor texts while simultaneously teaching reading and writing skills explicitly.

Our reading approach draws on the ‘Big Six of reading’ as essential elements for creating effective learning experiences. During the early years, students learn Spanish letter-sound associations, beginning with the vowels and selected consonants that are consistent in both Spanish and English, followed by the formation of syllables. They then move on to learn the letter-sound correspondences that are unique to the Spanish language. Across all years, students develop literal and inferential comprehension, as well as language comprehension strategies such as the use of cognates, contextual clues, and images to understand the meaning of unknown words. Fluency is explicitly taught and integrated throughout our reading lessons.

Similar to our approach in English literacy, our approach to Spanish writing draws on the theory behind “The Writing Revolution” and the “6+1 Traits,” adjusted to the Spanish language. Our writing lessons have a genre-based approach where students learn the different stages of the writing process while being exposed to new vocabulary and sentence structures through our mentor texts. Spanish grammar lessons provide support and skills that students apply during our writing lessons.

Numeracy at Newlands Primary School

Our approach to Mathematics draws on the Theory of Peter Sullivan (EMC3 Project), integrating the Four Proficiencies with the school’s Keystones (dispositions towards learning).

Also drawing on the work of John A. Van de Walle, teachers implement evidence-based practices to sequence and develop lessons, creating mathematical environments where there are opportunities to challenge ideas and ask questions. Ensuring that there is a strong emphasise on all four of the proficiencies, we develop student’s capacity to think mathematically and to articulate mathematical thinking in ways that demonstrate deep understanding.

Spanish Mathematics lessons explicitly develop students’ Fluency and Understanding of the 6 strands of Mathematics. Students engage in the Spanish Builders program for 3 one hour lessons each week, engaging in fluency-based activities to build understanding.

English Mathematics lessons develop students’ capacity for problem-solving and reasoning using the Emc3 Model (Launch, Explore, Summarise). Students make connections from their Spanish Mathematics lesson, applying fluency and understanding to make sense of problems.

Whilst the Four Proficiencies are explicitly taught through different languages, students naturally develop all four across both languages.

Specialist Learning Programs

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Visual Arts

All students attend a weekly art lesson. Our talented art teacher runs an exciting and well planned program. We hold a school art show every second year. 

STEAM

Science, Technology, Engineering, Arts and Mathematics.

This section is currently under review.

Performing Arts & Music

Our Performing Arts program focuses on three key areas; Drama, Dance and Music. Each grade participates in a 60-minute session of Dance and Drama, and a 60-minute Music session. This allows us to develop and build upon student’s skills in Dance, Music and Drama consistently throughout the year. We also offer a range of extra curricular programs that support our Performing Arts Program including; School Rock Band, Performance Group, Dance Clubs and the School Choir. We are lucky enough to have access to a large multi-purpose room as well as an instrumental music room.

Physical Education

Our Physical Education program is a 60-minute session each week. Students develop their fundamental motor skills in a variety of activities and game focuses. We offer a range of additional programs to help support and extend our physical education program such as; weekly house sport tournaments for the senior school and a Perceptual Motor Program for the junior school. We also access outside expertise in swimming and gymnastics.

Library

Students are provided with an opportunity to borrow books from the school library each week. They can also visit the library on selected days at lunchtime and after school to return and borrow books. We are fortunate to have a dedicated trained librarian that ensures all of the resources are refreshed and maintained and up to date.  

Teaching staff are regular lunchtime visitors to the library to read stories to the children.

If you wish to search the Library catalogue, please click here.

Library

Students are provided with an opportunity to borrow books from the school library each week. They can also visit the library on selected days at lunchtime to return and borrow books. We are fortunate to have a dedicated librarian that ensures all of the resources are refreshed and maintained and up to date.

Teaching staff are regular lunchtime visitors to the library to read stories to the children.

If you wish to search the Library catalogue, please click here.

 

 

To make any Bookclub orders, please follow this link:

https://mybookclubs.scholastic.com.au/parent/login.aspx

In Grades 5 & 6, students assume over 40 leadership roles, encompassing positions such as school leaders, house leaders, correspondent leaders, art leaders, performing arts, Spanish, Assembly, ICT, Sport, Wellbeing, STEAM, Library, and Environmental leaders. Towards the end of the preceding year, students engage in one-on-one interviews with teachers, where they are questioned about their understanding of leadership, alignment with school values, and interest in leadership roles.

Successful candidates then participate in monthly meetings with a designated mentor teacher, during which discussions are documented regarding their observations, set goals, and progress toward achieving those goals. These student leaders convene twice per term at the Student Congregation, where they deliberate on their objectives.

Subsequently, the outcomes of these discussions are presented by our school leaders at School Council meetings.

The Student Representative Council (SRC)

The SRC consists of a voted delegate from each double class, spanning from Foundation through to Grade six. It serves as a platform for students to nurture their leadership, communication, and self-management abilities. Students apply for positions on the council at the start of the academic year.

Through the SRC, students have the opportunity to offer input to staff, advocate for student perspectives, and foster a sense of belonging. They deliberate on various significant matters, such as organizing fundraisers at the end of each term, and propose ideas for enhancing school operations.

Lunchtime Clubs at Newlands Primary School

Newlands offers an array of Lunchtime Clubs tailored to cater to student interests, with guidance from both teachers and Student Leaders. These clubs are meticulously designed to engage students across different age groups and interests, fostering an environment that extends beyond the standard curriculum.

Lunchtime Clubs are communicated with families are the commencement of each term in the school newsletter. Timetables are on display in each of our classrooms and announcements are put over the PA each lunchtime, communicating clubs that are available for students.

ICT at Newlands Primary School

Seesaw - Foundation to Year 6

Seesaw is utilised across all year levels as a digital portfolio for student learning, encompassing assessment and educational tasks.

At School:

Teachers upload evidence of student learning onto Seesaw.

Students in Years 3 – 6 receive and complete lesson tasks through Seesaw. Additionally, students in these year levels are encouraged to share their own work on Seesaw.

Student Use at Home:

Students have the option to continue completing Seesaw learning tasks at home. While not mandatory, teachers may occasionally request students to do so.

Parent/Carer Engagement:

Parents/Carers can actively participate in their child’s learning by accessing Seesaw through a family account. They can provide feedback on their child’s learning and assessments, as well as engage with and acknowledge their child’s work by ‘liking’ it.

Essential Assessment - Year 1 to Year 6

Essential Assessment serves as a tool for assessing students’ learning in Reading and Mathematics, with the results informing the teaching program and individual learning objectives.

At School:

Students undertake designated assessments during class time. Within the Mathematics Builders Program, students pursue their personalised learning goals through assigned tasks.

Student Use at Home:

Students have the opportunity to extend their learning by completing assigned tasks at home. Supplementary resources such as videos and explanations are provided to aid comprehension.

Parent/Carer Engagement:

Parents/Carers can support their child’s learning by accessing the platform as the student. In the event of task completion, classroom teachers may assign additional activities for further engagement.

Nessy - Foundation to Year 6

Nessy serves as a tool for students to practise Spelling and Reading, through a systematic, synthetic phonics approach.

At school:

Students undertake a placement test when they first sign in to Nessy. Students pursue their personalised learning goals through tasks.

Student use at home:

Students have the opportunity to extend their reading and spelling practise by accessing and engaging with Nessy tasks at home.

Parent/Carer engagement:

Parents/Carers can aid their child’s learning by providing support whilst their child is engaging with Nessy activities at home.

Raz Kids - Foundation to Year 6

Raz Kids serves as a tool for students to practice reading in Spanish.

At school:

Students undertake a placement test when they first sign in to Raz Kids. Within the Spanish Literacy program, students have access to a range of Spanish texts to read.

Student use at home:

Students have the opportunity to extend their learning by accessing Raz Kids to practice their Spanish reading at home.

Parent/Carer engagement:

Parents/Carers can support their child’s learning by accessing the platform through their child’s login and reading with their child at home.

Office 365 - Year 3 to Year 6

Microsoft 365 is an integrated suite of productivity tools designed to enhance collaboration, communication, and efficiency across various learning tasks and projects.

At School:

Students utilise Microsoft 365 tools such as Word, Excel, PowerPoint, and Teams for some of their learning tasks. These tools facilitate document creation, data analysis, presentation development, and team collaboration.

Student Use at Home:

Students have the opportunity to extend their learning from home by accessing the suite of tools remotely.

Parent/Carer Engagement:

Parents/Carers can actively monitor their child’s progress by logging in as the student. Additionally, students can maintain collaboration with their peers using various applications and may require monitoring by parents/carers.