Our Teaching and Learning Program

O'Connor Cooperative School offers a variety of classroom programs delivering quality education for students in all key learning areas.

The program for Preschool, Kindergarten, Years 1 and 2 is based on the A.C.T Curriculum Framework "Every Chance To Learn" and Profiles and encompass the Key Learning Areas:

English, Maths, Health and P.E, ICT, The Arts, Languages other than English, Science and Studies of Society and the Environment.

Our early childhood program focuses on individual childrens' development and enables children to work as a whole class, in small cooperative groups or individually to encompass and optimise a variety of learning styles.

Many of our learning activities are open ended, fostering an environment where each child is able to work and play at their maximum potential.

We believe that learning is continuous and expanding. Each time we revisit a topic, the children’s learning grows and expands upon their prior knowledge.

 
Balanced Literacy Program

At the Cooperative School we work to achieve a balanced literacy program which includes:

  • Reading to students
  • Shared reading
  • Guided reading
  • Independent reading
  • Language experience
  • Modelled writing
  • Shared/Interactive writing
  • Guided writing
  • Independent writing
  • Speaking and listening

Literacy in Year 1

Face to face, knee to knee, read with your partner, 123!

Learning together

We are authors
 

The puppet theatre

  

A writing centre

  

A quiet place to read

  

Preschool literacy

 

Count Me In Too

Teachers at the Cooperative school have undertaken numerous Professional Development courses to become familiar with the Count Me in Too (C.M.I.T) numeracy program. The C.M.I.T program aims to improve the educational numeracy outcomes for all students through the professional development of teachers. C.M.I.T is an integral part of our teaching and learning program. 

 

Fundamental Movement Skills

Children participate in developmentally appropriate motor skills activities. Children in K - 2 also have the opportunity to participate in a Gym Skills program in Term 1 and Preschoolers in Term 4. Team games as well as small group games are also incorporated into the childrens' daily program.

Learning to catch

Rocket shape!

Superman!

Social Skills - Building Positive Relationships

Cooperative Learning - Staff have attended Kagan's Cooperative Learning Structures which are implemented in the daily program.

Restorative Practices

Restorative Practices is an approach to building effective relationships.

 

An approach not a program

 

Repairing the harm done to the relationship is the focus, rather than assigning blame and dispensing a punishment.

 

The offender and victim, and anyone else involved in the incident, come together and are asked the following questions:

 

·        What happened?

·        Who has been affected? How?

·        How can we fix the harm?

 

 

An emphasis on WE. All those involved and affected work together on a solution

Circle Time

Circle Time is set aside each week for each class to come together and talk. We sit on chairs in a circle and take part in games and activities that help us learn more about ourselves and others.

Buddy Program

At the Coop Kindergarten children are paired up with Year 2 children and Preschool with Year 1. They spend time getting to know each other and playing together.

Buddies reading together

Preschool and year 1 buddies

Yoga and relaxation with Suzanna Thell

The yoga garden program uses a fun, creative and holistic approach to help children connect more deeply with themselves, others and the environment. Through song and story, movement and relaxation the children are taken on a journey that sows many seeds in the garden of the self.

The program starts with creative movement- warming up the body, waking up the brain and balancing energy levels. Following this is the yoga story where the children are taken through a series of postures, playful and purposeful. The session ends with a relaxation, which may be one of many things- a guided visualisation, massage, creative breath work, walking meditation, silent sitting with a focus, or a concentration exercise- giving the children a variety of tools they can use to find the quiet space within. Affirmations, songs and yoga games are also integrated into the program.

 

The yoga garden's aims are to strengthen, tone and balance the physical body; increase awareness of the breath; discover ways in which to relax the body; foster a healthy sense of self and to encourage positive connections with others and the environment, deepening respect for one another and all of life.

 

 

yoga

yoga

 

Assessment and Reporting at the O'Connor Cooperative School

Reporting to Parents

Reporting is the process of communicating about individual student achievement and progress.

Throughout the year, teachers will gather information using a variety of assessment strategies, enabling them to accurately report on a child's progress to parent/carers. It is the aim of our teachers to make reporting meaningful, relevant and a reflection of individual development across the curriculum.

At The Cooperative School, Assessment and Reporting will take the following forms:

Term 1:

  • Parent Information Session - provides an overview of the class program and timetable.

  • PIPS - a kindergarten screening assessment.

  • Preschool Portfolio - provide samples of individual student’s work and is a record of a child’s participation in class activities over the year.

  • Portfolio - (K-2) a record of each child’s individual progress reflecting the term's work and personal growth. Portfolios are sent home at the end of each term. These portfolios contain work from the integrated unit and the key learning areas.

  • Two stars and a wish – an opportunity for parents to provide written feedback and positive encouragement to their child.

Term 2

  • Mid Year Interviews – Parent/Student/Teacher interviews provide an opportunity for the class teacher to report to parents and to exchange information about the student’s progress.
  • Portfolio - (K-2) a record of each child’s individual progress reflecting the term's work and personal growth. Portfolios are sent home at the end of each term. These portfolios contain work from the integrated unit and the key learning areas.

  • Student reflection and goal setting - Students are able to reflect on their learning and achievements and to make commitments to future efforts.

  • Outcomes based report (K-2). The report reflects outcomes included in A.C.T Frameworks and Profiles indicating student learning

  • A-E report for Years 1-2

Term 3

  • Portfolio - (K-2) a record of each child’s individual progress reflecting their the terms work and personal growth. Portfolios are sent home at the end of each term. These portfolios contain works from the integrated unit and the key learning areas.

  • Learning Journey – enables students to share their learning experiences in the school environment. Each student will invite parents/carers to visit the class on a set day. Parents/carers will be able to see their child in the classroom context and share and celebrate learning experiences and achievements. Students will share their portfolio.

Term 4

  • PIPS (Kindergarten)

  • Outcomes based report (K-2).  The report reflects outcomes included in A.C.T Frameworks and Profiles indicating student learning

  • A-E report for Years 1-2

  • Portfolio

  • Student Reflection - included in the portfolio

  • Parent/Teacher interviews on request

Parents or teachers may request an interview with their class teacher at any time during the year, when a concern or a need for more information arises. An interview may be conducted by phone or at school at mutually convenient times.