Across all areas of learning, our focus is on high-quality, evidence-informed teaching. We believe students learn best when new knowledge and skills are taught explicitly, learning is carefully sequenced, teachers regularly check for understanding, and students have many opportunities to practise, apply and build on what they have learned.

Strong foundations in literacy

Developing confident readers and writers is one of our highest priorities.

Our approach to literacy is informed by contemporary research about how children learn to read. In the early years, students receive systematic and explicit instruction in the foundational skills needed for reading, including phonemic awareness, phonics, fluency, vocabulary and comprehension.

As students progress through the school, teaching increasingly supports them to read, understand and respond to more complex texts, build vocabulary and background knowledge, and become confident and capable writers.

We use evidence-based programs and approaches, including InitiaLit, alongside regular assessment to help teachers understand students’ progress and identify where additional support or challenge may be needed.

Students who require additional assistance can access targeted, evidence-based literacy intervention, including MiniLit Sage and MacqLit.

Building confident mathematicians

In Mathematics, we want students to develop both strong foundational knowledge and the ability to think mathematically, reason, solve problems and explain their thinking.

Teaching is explicit and carefully sequenced, with regular opportunities for students to revisit and strengthen important knowledge and skills. Number sense and place value provide particularly important foundations for later mathematical learning.

Teachers use assessment and student learning data to identify what students understand, where misconceptions may exist and what needs to be taught next. Regular numeracy routines and purposeful practice help students build fluency while also developing deeper mathematical understanding.

Our aim is for students to see themselves as capable mathematicians who are willing to think, explore, persevere and tackle challenging problems.

Knowing where our students are in their learning

Assessment is an important part of effective teaching at Plympton.

We use a combination of classroom assessment, teacher observation and standardised measures to monitor learning and inform teaching. In literacy, this includes DIBELS assessments, which provide teachers with valuable information about the development of essential reading skills.

Assessment is not simply about collecting data. Its purpose is to help us answer three important questions: What has this student learned? What do they need to learn next? What teaching will help them get there?

Teachers work collaboratively in professional learning communities to analyse evidence of student learning, plan responsive teaching and evaluate the impact of their practice.

Learning across the curriculum

While literacy and numeracy provide essential foundations, we believe a rich primary education should give children opportunities to explore the world, ask questions, create, investigate, collaborate and discover new interests.

Students learn across Science, Humanities and Social Sciences, Technologies, The Arts and Health and Physical Education, with opportunities to develop critical and creative thinking, digital literacy, personal and social capability, ethical understanding and intercultural understanding.

The Australian Curriculum cross-curriculum priorities — Sustainability, Aboriginal and Torres Strait Islander Histories and Cultures, and Asia and Australia’s Engagement with Asia – are incorporated meaningfully across relevant areas of learning.

Specialist learning

Students also benefit from dedicated specialist teaching in:

• Japanese
• Health and Physical Education
• Performing Arts/Music

These programs provide further opportunities for students to develop their skills, interests and confidence beyond their classroom learning.

Supporting every learner

We recognise that students learn at different rates and bring different strengths, experiences and needs to the classroom.

Our teachers use assessment and their knowledge of individual students to provide appropriate support and challenge. This may include adjustments within classroom teaching, targeted small-group instruction, intervention programs or personalised learning approaches for students who require them.

We maintain high expectations for all learners while recognising that the pathway to success will not look exactly the same for every child.

Above all, our curriculum is designed to develop knowledgeable, curious and capable learners who are willing to persevere, think deeply and take an active role in their learning.