Preparatory School Annual Report | 2019
2019 was a Year of High-level Academic Achievement Literacy and numeracy advancement was significant, as was the children’s ongoing development of strategies and tools for learning. The children performed well against national benchmarks. Reading
Children at or above national averages – 92.0%
Mathematics
Children at or above national averages – 94.1%
Writing
Children at or above national averages – 90.6%
Key Competencies
Children within or above their year level standard – 95.1%
Advances in learning and curriculum approach continued during the year. The Preparatory School is committed to enhancing strategies and skills for learning. The children need to be able to make meaningful connections, and to apply knowledge to a range of situations and contexts. The Preparatory School continued to be visited by teachers, parents, and Board members from other schools. It is considered a showcase and a working example of what a 21st century learning environment looks like. Enjoyment, engagement, personalised learning, and achievement is readily seen at any time during the day.
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The school’s learning environment caters for all learning styles and
abilities, and offers a level of diversity, which nurtures and expands all children’s development. The children’s learning is personalised through differentiation; the focus becomes each child’s genuine next steps. This allows each child to work at his or her appropriate level irrespective of year level. Working with small groups, the teacher can scaffold, mentor, and guide the learning. The teacher can also stimulate deeper thinking and understanding through quality questioning. Differentiation also caters for the learning needs of able children. It allows them to work at an extended level but remain in their learning environment with their peer group. This approach also assists the development of their Key Competencies (KCs) or Emotional Intelligence (EQ).
