Curriculum
Learning, Teaching and Wellbeing
Rationale and Vision
At SKPS, we place great value on the whole child. Recognising the importance of nurturing and developing students’ knowledge, skills, and dispositions, we strive to help them thrive socially, emotionally, and intellectually.
At SKPS, R.I.G.H.T’s the way:
Relationships guide our actions.
Inclusivity shapes our community.
Growth drives continual improvement.
Heart inspires our character and connections.
Thinking empowers our learning.
Curriculum Design
Pedagogical Approach:
At St Kilda Primary School we provide exemplary educational opportunities in a stimulating, safe, nurturing environment to instil a love of learning, celebrating effort and achievement in the belief that all students can thrive and lead productive and fulfilling lives.
We believe students learn best in an environment that builds their unique identity and fosters Relationships, Inclusivity, Growth, Heart and Thinking. Purposeful Explicit Instruction is central to our teaching, with students always at the core of what we do.
Cognitive Science Research and Rosenshine Principles of Instruction drive our pedagogical approach at SKPS. We deliver the Victorian Curriculum through explicit instruction using the Gradual Release of Responsibility model.
Instructional Model
Gradual Release of Responsibility Model:
At SKPS teachers deliver a structured and sequenced approach to explicitly teaching new content. Learning is most effective when teachers break new information down and teach it explicitly using explanation, demonstration and modelling. This is especially relevant when students are new to an area (AERO 2024).
Gradual release of responsibility is not linear. Teachers move between modelling, guided and independent practice throughout lessons. Teachers make decisions based on student understanding and readiness. Students may move ‘forwards’ and ‘backwards’ in this process.
Gradual release is sometimes referred to as ‘I do, we do, you do’ or ‘modelled, guided, independent practice’.
Teachers check for understanding as they move students between modelled, guided, and independent practice. There is an extended handover in the ‘we do’ (Sherrington 2020).
The concept of extended handover is central to gradual release of responsibility (Sherrington 2020).
Respectful Relationships
As part of our commitment to fostering a safe, inclusive, and emotionally intelligent school environment, we implement the Respectful Relationships curriculum across all year levels. This evidence-based program supports students in developing the social and emotional skills necessary for building healthy relationships, managing conflict constructively, and challenging harmful gender norms and stereotypes. Through engaging lessons and consistent messaging, we empower our students to understand the importance of empathy, respect, and equality, laying the foundation for a positive school culture that aligns with our broader restorative practices.
Restorative Practices
At St Kilda Primary we follow a restorative behaviour process which focuses on building a positive school community by constructively addressing conflicts and misbehaviour. Instead of punishment, the process encourages students to reflect on their actions, understand the impact on others, and take responsibility for their behaviour. Through open dialogue, affected people can share their feelings and work together to repair relationships and find solutions. This approach promotes accountability, empathy, and respect, helping students develop better communication skills and fostering a more supportive, inclusive environment.
