Teaching Philosophy
Our Evidence-Based Approach to Whole-Child Learning
The Rowville Primary School teaching philosophy focuses on supporting the development of the whole child as they progress from Foundation to Year 6. We believe that Literacy and Numeracy skills are the gateway for future learning and that Social and Emotional skills complement these traditional fundamental skills.
Rowville Primary School has an agreed whole school instructional practice. Our curriculum is delivered through the gradual release of responsibility lesson structure, which is underpinned by the latest educational research.
Our teachers observe, listen and research side by side with our students. The success criteria for every lesson are explicit. The learning intention of the lesson and the success criteria are what guide the teacher talk during the lesson. Our teachers use: elaborating, reflective, probing and clarifying questions routinely in all lessons. We encourage students to wonder and pose questions. There are opportunities during the lesson for critical and reflective thinking.
How We Monitor and Respond to Student Learning
Our whole-school practice is grounded in shared beliefs about how classroom environments should be ordered and structured. Across the school, classrooms are organised to inspire and support students to become lifelong learners.
Every lesson begins with the learner in mind, their strengths, their interests, and their point of learning need. All decisions about teaching flow from this focus point. We ground every decision in DuFour’s four critical questions of a Professional Learning Community:
- What do we want our students to know?
- How will we know if our students are learning?
- How will we respond when students do not learn?
- How will we enrich and extend the learning for proficient students?
Our teachers collaborate in professional learning teams to observe and monitor our students in their learning. Students who require additional time and support or who require extension are supported through targeted strategy groups. As a result, our students are challenged to progress at their own pace, according to their own abilities.
