Literacy and Numeracy
All students have at least ten hours of literacy and 7.5 hours of numeracy each week. In literacy sessions the Reader’s Workshop mode is used. ICT is integrated into both Reading and Writing sessions. Numeracy sessions begin with students exploring known skills in Fluency, followed by explicit teaching of number skills in Reasoning and finally students explore open-ended problems together during Problem Solving. Teachers conduct pre and post assessments to gain an understanding of students’ strengths and areas that require development.
Across the school students are:
- grouped according to need.
- exposed to a range of teaching approaches.
- taught comprehension skills such as visualising, predicting, questioning, summarising and thinking aloud.
- supported to extend their reading stamina.
- taught a variety of strategies to learn about spelling. These include letter knowledge, phonic strategies, high frequency words, visual strategies, meaning/word structure and learning about language (etymological).
Marlo Primary School is proud to offer the following specialist classes:
- Physical Education/ PMP (Perceptual Motor Program)
- Cyber Safety
- Visual Arts
- STEAM (Science, Technology, Engineering, Arts, Mathematics)
Assessment and Reporting
Teachers provide summary reports on student progress twice a year (June and December). The reports indicate the levels of attainment achieved by students in relation to the Victorian Curriculum.
Students in years 3 and 5 are also assessed through the National Assessment Program (NAPLAN). These are tests devised by the Victorian Curriculum and Assessment Authority and administered in Term Two each year. Results are forwarded home and provide an independent measurement of a student’s progress in Literacy and Numeracy.
Parent/Teacher interviews are held twice a year, however, parents can request an interview at any time.
RR & RR
The Resilience, Rights and Respectful Relationships learning materials have been designed for teachers in primary and secondary schools to develop students’ social, emotional and positive relationship skills. Efforts to promote social and emotional skills and positive gender norms in children and young people has been shown to improve health related outcomes and subjective wellbeing. It also reduces antisocial behaviours including engagement in gender related violence.
Each year level covers the same topics at the same time over a two-year period. The Resilience, Rights and Respectful Relationships program is assessed in the Victorian Curriculum areas of Personal and Social Capability and Health and Physical Education.
The topics covered are:
- Emotional Literacy
- Positive Coping
- Problem Solving
- Stress management
- Gender and Identity
- Positive Gender Relations
Marlo Primary School is partnered with Dogs Connect an organisation that helps introduce a wellbeing dog into settings such as school communities. Mocha, our wellbeing dog is a very loved member of our staff, working 2-3 days per week.
Dogs Connect have introduced wellbeing dogs in over 100 schools. At MPS we have seen improved attendance and an openness to learn since Mocha joined the community. Students and staff are happier and we are noticing less anxiety among our community.
For children, animals can help with emotional regulation, social connection and communication. They can help engage students in many curriculum areas by supporting children in feeling less self-conscious than they may feel around teachers and peers.
DRUMBEAT is an acronym for Discovering Relationships Using Music, Beliefs, Emotions, Attitudes, and Thoughts.
DRUMBEAT sessions focus on different relationship themes such as identity and social responsibility, values, dealing with emotions, peer pressure, harmony, communication and teamwork. If desired, the program may conclude with a performance which gives participants an opportunity to share their progress with family, friends and other respected people in their lives.