Junior School Differentiation of Teaching and Learning

The International Baccalaureate PYP (Primary Years Programme) and NESA (National Education Standards Authority) documents the requirement for schools to provide differentiation within the daily teaching and learning experiences.

Differentiation is the instruction that helps students with diverse academic needs and learning styles master the same challenging academic content. It means providing interrelated activities that are based on student needs for the purpose of ensuring that all students come to a similar grasp of a skill or idea. Each unit of inquiry aims to ensure there are engaging, relevant, challenging and significant learning opportunities for all students. Each unit is transdisciplinary in nature. This means that all key learning areas are combined within the inquiry. Through careful planning, we must ensure the content is not topic based. We are always driving our teaching and learning experiences through the conceptual lens. What is the big idea that we want our students to understand? Our goal at Barker is to nurture learning for all students. We acknowledge and recognise that each learner is different and therefore experiences and opportunities for learning are different. If a student requires support or extension in an area of learning, we can very clearly identify what is needed for each student. Adjustments are made for students and work can be planned for individual, small group or whole class. ‘Inclusion is more about responding positively to each individual’s unique needs. Inclusion is less about marginalising students because of their difference.’ (Learning Diversity in International Baccalaureate Programmes, p.3) At Barker College, we strive to provide all children with access to an education that gives them the opportunity to achieve their personal potential. We believe children learn best in an inclusive environment, which welcomes diversity and nurtures self-esteem. Barker staff collaborate to provide differentiated instruction which meets different learning styles and needs. Time to reflect on differentiation practices is a regular component of collaborative planning discussions and staff professional development. Reflection is a key component to a rich teaching and learning environment. Reflection by the students and by the teachers is paramount. To authentically differentiate teaching and learning we must be reflecting, documenting and collaborating often. Reflection provides us with the opportunity to think about our thinking, look deeply into evidence and work towards collaborative solutions. Every learner is valued. Every learner is different. Every learner is competent. Every learner is included.

Lisa Bonazza Junior School Director of Primary Curriculum/PYP Coordinator

Of interest to the students and involving them actively in their own learning.

Linked to students’ prior knowledge and experiences, and current circumstances, and therefore placing learning in a context connected to the lives of the students.

Extending the prior knowledge and experience of the students to increase their competencies and understandings.

Contributing to an understanding of the transdisciplinary nature of the theme and therefore to understand commonality of human existence.

This year, the Aspire program will have a multi-faceted approach. In-class support will be provided to teachers and a variety of extension and enrichment opportunities will be offered to students. To address the needs of the main body of highpotential and high-performing learners in the Junior School, teachers will be supported at a programming level and with in-class team teaching support with particular focus being placed on the PYP program. Working with the Junior School teachers, to date, I have been incredibly impressed with their knowledge of the students in their care. The teachers know their students and how they learn. They know each student’s readiness, their learning style and their interests. It is this knowledge that will enable these teachers to differentiate the curriculum effectively and design learning experiences which will allow students to achieve their full potential. Additionally, there will be a myriad of extension and enrichment opportunities available to students. Some of these opportunities will require students to selfnominate and others will require a thorough analysis of both quantitative and qualitative data to ensure the students selected are provided the rigor they require. The aim of the Aspire program is for our highpotential and high-performing students in the Junior School to: • feel comfortable to take risks and make mistakes • work from their strengths • have elements of choice in their learning • be provided with challenging activities • have opportunities for creative and student-initiated activities • be encouraged to achieve excellence. I look forward to working with Junior School staff and meeting more of the Barker Community as the year progresses.

Claire Hoare Junior School Gifted & Talent (Aspire) Coordinator

This is an exciting opportunity for students from Kindergarten to Year 6 to develop performance qualities and showcase their skills. The transition to coeducation has created an increasing demand on programs of all styles and we are excited to be partnering with Raw Energy Dance Education, who have been providing dance in the Junior School for ten years. There are several Show Troupes this year by audition only. Students will learn and refine a bespoke routine of a specific dance style that builds on the fundamentals of teamwork and embodies the Barker Values. This year the newly renovated Dance Studio was opened and many of our students are enjoying this amazing space. This is a wonderful opportunity to be a part of Barker Dance here on campus.

Isabel Snowden CCC Junior School Dance Junior School Classroom Teacher

‘I really enjoy coming to Barker, because on my first day I was feeling very nervous, but my peers and my teachers did a very good job of making me feel accepted’. Nathan Year 5.

Year 5 Classrooms

The building accommodates 14 classrooms over two floors with one floor being dedicated to Year 5 and one to Year 6. It is a wonderful space and a great learning environment. A highlight is the flexibility of the classrooms being able to open to extend collaboration between students and staff, learning together in the same environment. Each state-ofthe-art classroom is equipped with ergonomic furniture which can facilitate the flexible learning spaces. This will enhance student engagement and is in line with inquiry-based learning. Phase Two will see the external play spaces completed and we look forward to seeing these add even more value to the classroom space as they will connect the classroom to the playground. In Year 5, the year has begun with a sense of excitement, we have new classrooms, new furniture and new friends. Teachers and students have been getting to know one another through challenges and games. Students participated in the Marshmallow Challenge to inquire into teambuilding, collaboration and perseverance skills. The students participated in a wellbeing session as part of the URSTRONG program with Dana Kefford, to help them understand new friendships and how to deal with change at the beginning of the School year. We will continue to unpack the URSTONG ideology in the coming weeks as the students continue to form friendships inside and out of the classroom.

Year 6 Classrooms

What an exciting way to begin Year 6! In brand new, incredibly special classrooms. These new learning spaces were a huge hit for the students. They were all keen to try out the super comfortable, ergonomically designed furniture in each room. It was pleasing to see the 120 happy and excited faces as they explored the new building and all of the different features in each room. Everyone was very excited to move into these new rooms developing positive classroom environments and making the most out of these new resources.

Michelle Habgood Junior School Classroom Teacher & Year 5 Coordinator

Timothy Moyes Junior School Classroom Teacher & Year 6 Coordinator

Being on level 1 is awesome because of all the new things, as well as being able to look out the windows to see all the beautiful things outside the School. Linden Year 6 It is really cool being in Year 6 this year because we get to be in this great new building. We are so grateful that we get to use this special space. Max Year 6

The start of a new year always brings excitement. There have been some substantial changes across both Indigenous campuses with new families and staff joining our community.

We thank Tom Spencer for the past four years at Darkinjung Barker as he prepares to head to Dhupama Barker later in Term 1. Tom has been instrumental in the development of many programs and his dedication and expertise have been invaluable. I know that the whole School Community wishes him and his family all the best.

Roger Young K – 2 Teacher at Darkinjung Barker We welcome Roger Young to our teaching team. Roger commenced at Barker in 2005 and I know how excited he is to be joining the team at Darkinjung Barker. He brings plenty of experience to the team.

Tahlia Scheermeijer Years 3-6 Teacher at Darkinjung Barker I come from an extremely large, blended family. I am the eldest of 11 children and I am a mum to four-year-old Lennox. I moved from a corporate career to follow my love of teaching. I spent ten years in the Northern Territory working across Darwin, Katherine and Maningrida relocating to Queensland in 2019. I have previous experience working for the Defence Indigenous Development Program, the Aboriginal Interpreter Service and I managed national and key accounts as a Business Development Executive for four years with Coca-Cola Amatil. During my time studying, I travelled to 35 different countries and lived abroad in Ireland, Guatemala and Colombia, where I spent time volunteer teaching English as a second language in charity schools. I love hanging out at the beach, being with friends and socialising with good food. I also like reading and cooking, and enjoy pilates and yoga.

Tammy Hunter Years 3-6 Teacher at Ngarralingayil Barker I am a proud Wonnarua woman and have a strong cultural connection to my students. I am currently engaging in Wonnarua language workshops, which enable me to deliver language lessons in the classroom. I completed my Bachelor of Teaching/Bachelor of Arts – Primary K-6 at The University of Newcastle in 2014. I was employed as an Aboriginal Education Officer at Woodberry Public School throughout the duration of my studies. My children are Coen 15, Jannali 18, Sienna 19 and Kalista 22. I enjoy going to the beach, camping and reading and I spend a lot of time watching two of my daughters play soccer. We have three dogs, three chickens and lots of fish.

Coeli Parsons (20) Darkinjung Barker Intern I have just completed high school at Barker College. I come from a loving family; mum, who is a flight attendant for Qantas airlines; Dad, who works for a bank and my brothers, Hamish who is at the Hornsby campus and an older brother Campbell who is living in Perth for University. During my years at School, I loved getting involved with all co-curricular activities such as musicals, orchestras, plays and many sporting teams. After my internship, I am extremely enthusiastic to begin my journey at University to study a Bachelor of Primary Education, which has been a passion of mine since a young age. Chloe Thong (20) Darkinjung Barker Intern I graduated from Barker in 2020. My family includes Mum, Dad, my sister Sarah and I. We are a close family who love going to the beach, playing pool and having a laugh. My sister and I love to swim and listen to music. Throughout School, I loved getting involved in as much as I could. I played water polo, swimming, tennis, netball and basketball. My favourite subjects included Industrial Technology, Visual Arts and Maths. I love being creative. Being an intern at Darkinjung Barker will be an amazing experience. I am keen to learn about culture whilst assisting the children. After the internship, I am going to complete a degree in Primary School Education. Many opportunities at Barker including volunteering at Clarke Road School and my internship at Darkinjung, will help me pursue my career. I hope to inspire younger generations to fulfil their potential.

Jamie Shackleton Director of Aboriginal Campuses

Professional learning at Barker is valued and recognised as a major contributing factor for improving the learning outcomes of students.

The Barker Professional Learning Program supports the expectation that all staff members at Barker continually grow in their practice by participating in professional learning across varying aspects of education.

Focus Areas

Teaching and Learning Guided by the Barker Teaching and Learning Framework Professional Learning is targetted towards establishing the classroom environment for learning, the teaching of knowledge to enhance the acquisition application and depth of understanding, and how to ensure feedback is effective inmoving each learner forward. Wellbeing Professional Learning in wellbeing aims to develop knowledge and understanding of the relationship between wellbeing and learning in the classroom in developing resilient, engaged and self-confident learners with a focus on unpacking Barker’s wellbeing framework (CASEL) including Mental Health First Aid courses. Leadership The Professional Learning programs provide opportunities that support the development of staff as leaders. Digital Learning 2020 made evident the importance of Technology in education. Professional Learning supports teachers with implementation of technology in the classroom to enhance learning outcomes. Intercultural Understanding Formal Logo Professional Learning in this area aims to develop understanding of and engagement with cultural diversity in the School, for the betterment of our students and the broader community. Teacher Feedback and Reflection

• Thrive Reflection Form: All teaching staff are required to reflect on their strengths and challenges, nominate focus areas and goals, and plan their professional learning journey. • Student Feedback Teaching and Learning Survey: A new feedback process will begin in Semester 1 2021 to support the teaching and learning framework. This feedback from students will provide each teacher with evidence of teaching effectiveness in the areas that research suggests are vital to student learning.

Professional Learning Opportunities

• Presentations: Whole school Professional Learning days in Term 2 and Term 3, along with small group afternoon forums held every term in Week 3, Week 6 and Week 9 are part of the ongoing professional learning program. • Online courses: Barker-designed courses are provided online in the Barker Professional Learning

Canvas Course offering staff flexibility in accessing opportunities to learn. • Action research: Opportunities are available through the Barker Institute where support is provided for individuals and groups in the School to undertake educational research. • Teacher Coaching: Staff have the opportunity, through the College of Teachers, to be trained as teacher coaches. All staff are encouraged to access coaching through the Barker College of Teachers as a recognised method to enhance professional growth.

Icon

Sarah Clifton Director of Professional Learning

On a wonderfully mild 21 January the new staff orientation program began. A two-day event, the orientation brought together nearly 50 new people who were at the beginning of their Barker journey.

The program is designed for our administration and support staff, along with new teachers to the Junior and Secondary schools. One of the primary objectives of the days is to bring people together and to begin to build the sense of belonging to the broader Barker Community. The Head, Phillip Heath commenced the program on the opening day in the Chapel, bringing the newest members of the team together in one of the most important spaces in the School. Senior staff were introduced, and the staff Class of 2021 then toured the School to get a sense of all that is happening right across our beautiful campus. An information session from The Head, our Senior Chaplain, Rev Pete Tong, spoke to the importance of Barker’s Mission, Vision and Values. Across the two-day program a variety of the Senior staff were able to meet with the newest members of the staff to work through the procedural, administrative and technical aspects of working at Barker! It is hoped that the new team not only found the sessions informative and useful, but they were able to meet others and start to form strong working relationships for the years ahead! We welcome all of them most warmly and wish them well for a fulfilling 2021!

Matt Macoustra Deputy Head