Curriculum - Teaching and Learning

Curriculum - Teaching and Learning

The core purpose of Port Hedland PS is to set high expectations and improve outcomes for all students who are enabled to reach their full academic potential as life-long learners through a safe, caring and inclusive learning environment, structured within a home, school and community partnership of mutual respect, cooperation and accountability in a systematic and targeted way. Classes are structured in phases of learning comprising the early years (K-2) and years 3-6.

Students at PHPS are encouraged to live by the values of Resilience, Inclusion, Confidence, Persistence and Independence. Staff continue to develop their professional knowledge in a collaborative and collegial team environment.

Our Practices

PHPS is aligned to the Western Australian Department of Education. Classroom content is based on the West Australian Curriculum. Technology plays an important part in teaching and learning at our school, with students being able to access iPads and laptops on a daily basis.

In addition to the comprehensive classroom programs offered in English (literacy) and Mathematics (numeracy), a two year plan addresses the learning areas of Science, Humanities, Health and Physical Education, The Arts, Languages and Technologies as well as the capabilities.

The School promotes an inclusive education which extends to the classroom, strengthened by the following approaches:

·         A focus on teaching and learning with a strong emphasis on Literacy and Numeracy;

·         Improved pedagogy to support all learners by a team approach across the school with our Professional Learning Communities;

·         Focus on Cooperative Learning structures and a developing focus on Explicit Direct Instruction in the classroom;

·         Extension and enrichment for students who are talented and gifted through the PEAC program facilitated with other local schools;

·         Early intervention for students requiring intervention in Literacy and Numeracy (SAER program) through differentiated classroom programs and specialist tier 2 literacy programs such as MiniLit and MacqLit;

·         Indonesian with a specialist teacher for our years 3-6 students;

·         Strong Behaviour Management processes that are based on a safe and positive learning environment designed to support a consistent and predictable approach to support students; and

·      Students are given the opportunity to participate in Music, Performing Arts and Visual Arts, with additional opportunities offered to students such as The Specialist Arts Program, Ukelele group, Choirs and our annual Musical Production.

Our Collaborative and Collegial Approach to School Improvement

A culture of review and reflection is evident in our school processes with monitoring and support provided to teachers, through attending Professional Learning and support via in school pedagogy coaches. This results in an evidenced based approach to all aspects of operational and strategic planning that values and builds on successful practice within the school.

The school has developed a structured approach to curriculum planning that ensures a shared vision within the school on curriculum development, common documentation, common language and common understanding of the whole-school curriculum by teachers and parents. Our data is analysed regularly by teachers in their Professional Learning Communities and our Assessment & Reporting Plan includes a schedule of year level assessments including NAPLAN, BrightPath, InitiaLit and other school based agreed assessment. We analyse school performance data including student, staff and parent surveys and use this to reflect on and further build on the strong processes that are in place.