Learning and Wellbeing Case Study Template

Railway Estate’scommitment to learning and wellbeing

• Promoting and implementing its vision of “creating a responsive learning environment that develops responsible, reflective and respectful learners that strive for success”.
• 6 Pillars of Character – (list pillars – referred to on parade, explicit teaching of a focus pillar, follow up with lunch time Gotchas
• Being committed to providing an ideal learning environment to our students through the implementation of our school rules of Be safe, Be responsible and Be respectful
• Engaging students in their own learning journey through the setting of negotiated targets and goals with individual strategies for improvement
• Recognising and rewarding student achievements through school publications, including school newsletter and website, Student of the Week and sight word success at assemblies
• Providing options for play times to provide support for social development
• Acknowledging individual differences and providing opportunities for all students to learn and succeed, eg. ILP’s, levelled reading groups, Words Their Way streamed across year levels, access to technology
• Involving students in the direction and activities of the school through forums with the student council
• Social and emotional support provided through internal staff eg. Guidance Officer as well as external agencies.

• Implementing a whole school curriculum plan, providing students with consistency and quality of learning experiences
• Developing a Pedagogical Framework including explicit instruction and reading guidelines
• Having a shared belief is that ‘every student can learn’ (Lyn Sharratt philosophy)
• Using data to provide differentiation in learning
• Personal development strand of the HPE Program taught by specialist PE teacher from P/1-4/5
• Implementing the Daniel Morcombe safety curriculum
• Preparing students for high school transition by having different KLA teachers.
• Offering a range extra-curricular activities including choir, instrumental music program, Student Council and Green Team.
• Unpacking unit to ensure consistencies in task expectations which support making judgments and moderation processes.
• Differentiated planning process for students significantly below or above year level

• Fostering a belief that ‘All students can achieve high standards given sufficient time and the right support’ (Sharratt)
• Supporting all teachers to teach to high standards given the right assistance (Sharratt)
• Encouraging students as well as staff to consistently reinforce school values (6 Pillars) and rules of Be Safe, Be Responsible, Be Respectful in all school settings
• Providing students with opportunities to raise issues and voice opinions through weekly student council meetings
• Presenting and reviewing policies and procedures through the school’s Parents and Citizens Association
• Involving, consulting and supporting parents as a key partner in their child’s schooling through Parent Teacher interviews, ‘What your Child is learning’ posted on the school website and referred to in the school newsletter each term, individual reading goals and improvement strategies provided to families each term
• Explicitly outlining the Teaching and Learning Expectations in a handbook shared with staff and the school community, for example the school reporting, moderation, data analysis and behaviour policies
• Providing a detailed Curriculum Plan to guide teaching and assessing
• Training of some staff for medical conditions, eg.Anaphylaxis and Diabetes training

• Engaging parents in the school through a variety of means of regular communication including newsletters, parent-teacher interviews, website, Facebook, information evenings and phone calls home from teaching staff
• Working collaboratively with 2 local schools for consistent reporting practices including future moderation opportunities
• Aligning LOTE curriculum with local high school
• Providing student support services including Guidance Officers, Speech Therapists, Special Education Teachers and Behaviour Management Teachers
• Involvement of a School Adopt-a-Cowboy
• Engaging local community members as guest speakers to enhance curriculum for students eg: local fire fighters
• Engaging a youth group of creative artists organised through the P & C
• Using school events to encourage interactions and the establishments of positive relationships between students, teachers and parents e.g. Celebratory Parades (ANZAC Day)
• Ready Reader training
• Regular support people eg. Nana Jean, Green Team volunteers, Eileen Flynn

*The mention of specific organisation, programs or resources does not imply that they
are endorsed by the Department of Education, Training and Employment.