Core Curriculum
Teachers at Lloyd Street School work very hard to identify and respond to the learning needs of all students. Teaching teams work closely together in monitoring student progress and differentiating the curriculum so that students are both challenged and supported in their learning, across all areas of the curriculum.
Teachers respond to the learning needs of their students by differentiating what the students learn, how they might go about learning it, and what they produce as a result of their learning.
In differentiating the curriculum teachers consider a student’s readiness, interests and capabilities. As a consequence, students often work in a variety of small groups with children of similar needs or interests.
The teaching team at Lloyd Street plan all aspects of the curriculum together to ensure high levels of consistency and continuity across the school. Collaborative planning and the sharing of knowledge and expertise supports the ongoing professional learning and performance of all our teachers.
At Lloyd Street School, Mathematics is taught using a balance between inquiry learning and explicit instruction. The learning is focused on building key mathematical concepts and understandings.
The Mathematics programme is characterised by:
- a minimum of 7 sessions weekly dedicated Mathematics instruction
- developing students understanding about what they are learning, why and how it will be applied
- explicit instruction in relation to essential knowledge, skills and strategies
- learning tasks that are purposeful, authentic and linked to real-life problem solving
- students learning in flexible & fluid groups based on their needs
- learning tasks that are engaging and open-ended and enable different possibilities, strategies and products to emerge
- ongoing monitoring and assessment which informs future teaching
- linking Mathematics learning authentically to the Programme of Inquiry
English is also taught using a balance between inquiry learning and explicit instruction.
The English Programme is characterised by:
- sustained instruction for two sessions per day – ensuring students learn to listen, view, read, write and speak for varied purposes
- the teaching of a variety of comprehension strategies which support students to understand increasingly sophisticated multi-modal texts
- explicit instruction in relation to writing for a range of purposes, using a variety of genre
- explicit instruction in relation to spelling and grammar and punctuation
- students learning in small groups, on tasks chosen to meet their particular needs and interests
- ongoing monitoring and assessment which informs future teaching
- learning tasks that are purposeful and engaging
- linking English learning authentically to the Programme of Inquiry.