the JR WORKSHOP Learning Program
The JR Workshop learning program was originally
developed as a post graduate dissertation to promote the learning
opportunities of disadvantaged students. The foundations were then laid
down at my first school, Salisbury North West Primary, see link above, where I had 4
classes over a 10 year period.
Workshop 1 was for 4 years starting with year 4 in 1978 and finishing
with year 7 in 1981. This class in particular was the founding class and
were actually held intact as a class group when they went into year 8 at
Paralowie R-12. This was done to determine whether the workshop approach
had a positive effect on the students and according to the
deputy principal who was monitoring the situation it was very positive. By and large the big
difference to the other year 8's was the fact that this group had a
higher proportion than normal participating in the advanced classes and
secondly they really shone in the way they organised themselves and the
responsible attitude and self reliance they displayed.
Workshop 2 was a year 7 class mainly because it assisted me in the above
as I was able to visit the high school for the normal transition program
that had been set up for Year 7's in the feeder primary schools.
Workshop 3 ran for 3 years starting with year 5 and finishing with
year 7 in 1985.
Workshop 4 ran for 2 years starting with year 6 and finishing with
year 7 in 1987.
I then took 4 years leave in lieu of country service and my wife and I reversed our roles and so I had the valued experience of primary carer for our 7 month old daughter, but also kept up some teaching in the Catholic system either as a relief teacher or on a contract basis.
I resumed with the education department in 1992 but the following 2 years were to be very unstable, firstly working at Salisbury Primary and then at Semaphore Park Primary [now Westport]. I was not able to resume the workshop learning program under these circumstances.
In 1994 I started a 10 year tenure position at Plympton Primary, see link above, content to run workshop over a 2 year period to fit in with the composite class structure but with year 6/7. The workshop learning program was well received at Plympton if students wanting to be in my class is any indication
In 2003 I commenced a 10 year tenure position at Paringa Park Primary which I secured in round 2 of the school choice placement procedure. This placement has presented a new challenge for my workshop learning program as it is now in a middle schooling situation with 2 other year 6/7 classes.
The details of my learning program that are common and continue each year follow. I do also have a thematic part of my program that alternate every other year as the even or odd year dictate. Specific content can be found in the even and odd year overviews.
My whole program is based on set works, 3 per term - 12 per year, built into this is the required areas of study and a behaviour management system with corresponding assessment and recording using a unique rating system based on the colours of the Bic 4 colour biro-green is excellent high quality A, blue is good quality B, black is standard met C & red is standard not met U. SACSA, the key competencies, essential learnings and other initiatives are incorporated into the set work and the following parts.
Day Book : a daily multi use workbook based on each set work covering
diary entries,3 main homework tasks, handwriting and/or sketching,
mental, new math concepts, tables, spelling tests, listening activities,
new english work, books read & writing task for the set work. It also
acts as a mini report to parents as they must sign after viewing my
comments & ratings given for subject attainment, conduct/cooperation
& the day book itself.
Workshop: a special feature of my program aimed at a more middle
schooling transition approach to educating upper primary students. It is
far more personalised and flexible in that it works with whole class
groups, various combinations of groups and individual learning dynamics.
The classroom takes on a workshop type atmosphere in these sessions as
students take on a variety of tasks across the curriculum and not within
the confines of the room. There are many advantages to be had not the
least of which is the ability to engage in special activities impossible
with a whole class group, & for students with privileges to pursue
interest based projects. All is monitored closely using a comprehensive
checklist & rating system.
Levels: apart from a composite class, 3 distinct levels of learning have
been set up:- a middle or standard group, an extended or advanced group
and a minimum or adjusted group.
Special Days: Australia Day, Anzac Day, Mother & Fathers Days, World Environment Day, &, when appropriate Federal & State elections, Commonwealth & the Olympic Games receive attention.
Graduation: preparation for this important occasion for year 7’s as well as year 6 when appropriate.
Lote: is French & is provided as NIT & as such is usually separate from the class learning program.Health & Physical Education: I believe personal development belongs here as a necessary part of this study area in developing healthy attitudes, such as skin cancer awareness & learning for life skills. With physical education I try to get my students doing PE lessons or fitness activities every day, including training for Sports Day & district events. Port Noarlunga aquatics is also undertaken.
Maths: involves the organisation of two main groups, standard & middle plus an extended group if warranted - all use the same text. To promote basic math concepts the day book is used to record “math facts”& a “how to” section is included for each set work.
Studies of Society and Environment: this area forms the basis of theme work & spills over into science & technology. As relevancy & up-to-date information is important in my program; BTN is used.
Science: a balance of which is provided but usually linked to theme work & as much as possible is applied in the practical sense.
Technology : safety lessons always precede tech tasks which are usually theme linked.
Computer education or information technology is based in this area but of course cuts across all the required areas of study. I am particularly interested in working around increasing the number of pc’s within the classroom & maximising the contact time per student. I have used specialised software considerably with theme work & intend promoting the computer as a tool to organise work & word process. As we gain access to the Internet each student will realise the potential of IT & with their own folder & floppy will use it more & more in everyday learning, together with such extras as scanning & use of the digital camera.
The Arts: is a wide area but drama type activities are a high priority as a mini stage is permanently set up in the classroom & with access to multi media equipment the visual component also becomes important.
English a concentration on grammar particularly linked to writing, using text books & genres appropriate at the time. Silent reading in set lesson times and speaking listening activities are also carried out.