Jubilee Primary School empowers students through evidence based learning approaches, technologies which serve as tools to support learning, and learning environments which help support student ownership of their learning. Our commitment to explicit teaching ensures that students receive clear instruction, timely feedback and various opportunities to demonstrate their understanding. By fostering academic self-concept and perseverance, we prepare our students for success in the ever-evolving landscape of education.
At Jubilee, we are dedicated to fostering a community where equity and excellence are not just ideals, but realities that shape our culture and actions. Our commitment to these principles aims to ensure that students and families receive the support they need.
Our school community actively participates in social justice initiatives, working to alleviate the impact of societal inequities. We believe that striving for excellence is a holistic process, encompassing all aspects of our students' education, allowing everyone to enhance their learning outcomes.
In line with the Alice Springs (Mparntwe) Declaration (2019), we place our students at the heart of their educational experience, focusing on the unique needs of each learner. We recognise the crucial role of education in nurturing the wellbeing, mental health, and resilience of our youth.
1x7 not 7x1
At Jubilee, we aim to provide students with one experience which last seven years, not seven experiences all lasting one year each.
The idea behind this is that by ensuring consistent practices which flow and build sequentially from one year to the next, student learning need not be interrupted by having to change to meet the different approach of a new teacher. Our consistent approach extends school wide through:
Clear, structured learning experiences and pedagogy through the use of predictable English and Maths Blocks. These are based on 'Science of Learning' ideals and work to cover the entirety of the requirements of Version 9 of the Australian Curriculum, and the Religious Education Curriculum, by ensuring content is delivered within the idea of 'little and often'. This helps to ensure constant reinforcement, reduce cognitive load and allows students to use previously learned knowledge and skills more often.
By being data informed, we are able to ensure that each student's needs are identified and acted upon. Additionally, whole school data informs our consistent practice and allows us to modify practice as needed.
Our approach to supporting students with additional needs is both proactive and reactive. We work to ensure that our initial teaching of students is as effective and inclusive as possible to ensure more students access what is expected. For those students who need additional support, we employ a range of staff with a range of responsibilities to provide students with what is needed to help them succeed.
Students voice and ownership of learning is of great importance. Through the consistent use of tools like 'Bump it up Walls' and personalised goal setting, students get clarity around their own next steps in learning and around what they need to do to improve their work. By allowing each student to take on this additional level of responsibility, they become better equipped to act as partners in their own learning.
All students from Prep to Year 6 engage with the same specialist classes. All students at Jubilee have weekly specialist lessons in Music, Italian, Physical Education and STEM (Science, Technology, Engineering and Maths.
Collaboration is a cornerstone of all we do at Jubilee. Year level teachers plan together each week, moderate work samples on a regular basis and work to ensure that what is happening in each class is consistent across each year level. Class teachers work collaboratively with other specialist staff members to ensue that the strengths of all are best accessed to support all students.
Formalised reporting through report cards occurs at the end of Semester 1 and again at the end of the year. Additionally, structured communication between teachers and parents, through Parent Teacher Interviews, occurs in Terms 1 and 3. Beyond this we encourage open communication between home and school as required to ensure consistency of understanding for all involved in each child's progress.
Most importantly, it is the connection between home and school which helps to ensure a high quality education for the whole child.
