Inquiry Learning

In 2018 we opened our new STEM (Science, Technology, Engineering and Mathematics) area. This space enables us to use robotics, 3D printer and Makers Empire programs. It also supports our inquiry learning. Inquiry is an approach to teaching and learning that, in essence, involves students in the investigations of questions/problems/issues of significance. Through inquiry, we seek to develop student’s competencies as learners and equip them with a set of transferable skills and dispositions. Inquiry is an active, learner centred methodology which aims to develop deep understanding, not surface coverage.

Our inquiry model is a combination of our ongoing work with Lee Watanabe Crockett and also Kath Murdoch’s work links learning across disciplines. Students across the school use Lee’s solution fluency to problem solve and be creative. Solution fluency (or the 6D’s) are Define, Discover, Dream, Design, Deliver, Debrief. Staff PLC’s (Professional Learning Communities) develop inquiry scope and sequences and associated units of work to provide consistency of programs.

Teaching involves:
  • Knowing your students
  • Responding to their learning needs
  • Sequential and logical progression of lessons
  • Links between what is known and new learning
  • Explicit strategic questioning – before, during and after.
Learner Qualities

When your child graduates from Torrensville Primary they will be: Creative Learners, Confident Learners, Active & Informed Learners, Successful Learners and Individual Learners. The connections between these qualities and our values (respect, harmony & achievement) are explicitly taught to students to ensure a holistic learning experience is balanced with the rigor of academic achievements.

Aboriginal Education

The school recognises and values Aboriginal students and their families within our community. Significant events such as Reconciliation Week and NAIDOC Week are acknowledged and celebrated by the whole school to promote cultural identity and awareness.

The key personnel supporting Aboriginal students and their education are the:

  • Aboriginal Community Education Officer (ACEO)
  • Aboriginal Education Teacher/Deputy Principal

Aboriginal students have an individual “One Child Plan’ to support the individual needs of students. This plan is formally developed and discussed each year.

Supporting students with identified learning needs

Early Intervention

Research shows that students need to gain a strong foundation of literacy skills, along with oral communication skills, diction and phonemic skills. Our school offers an intensive session in the mornings for our Reception to year 2 classes where we maximise all teachers and support staff in the school to provide a very structured, focused literacy program. Some classes will have 2 or 3 teachers/ support staff working with specific groups. Similar support is provide in numeracy.

Teachers and leaders continually monitor and track students learning development throughout the year and set termly targets. Specialist staff from the Department for Education are called to assess students who are not progressing as well as we would like.

Our support programs aim to:

  • develop each child at a physical, social, emotional and cognitive level
  • enhance the confidence and self-esteem of all students, inclusive of all ability levels
  • support effective and active engagement and participation in the curriculum
  • maximise the learning potential of all students
  • provide appropriate support in class or small groups to work with school support officers (SSO’s), special education teacher or English as a second language teacher (EALD)

All of our Negotiated Education Plan students work on a learning plan that meets their individual needs.