Learner Support at Christ the King Catholic School
The Ministry of Education emphasizes success for ALL students, particularly those who can sometimes experience difficulty in Reading, Writing and Mathematics. For these students, it is important that progress is closely monitored and accelerated. At Christ the King Catholic School, we have four underlying principles in the design of the curriculum for our priority learners:
1 WE know our learners as individuals
2 WE identify students at all levels who may benefit from additional help and support
3 WE address issues around priority learners urgently
4 WE treat priority learners as a shared endeavour where all staff in the school are collectively responsible for the care, progress and achievement of these students
It is important to continually find ways to help these students to catch up. This means designing, implementing and reviewing high quality supplementary programs to accelerate learning. At Christ the King Catholic School our support programs include:
1:1 teacher-aide support for high needs learners, ESOL groups, Reading Recovery, Rainbow Reading, Talk to Learn, Cross-grouping for Mathematics in the Senior School, and the Maths ALiM program (Accelerating Learning in Mathematics).
21ST CENTURY LEARNING AT CHRIST THE KING CATHOLIC SCHOOL
We want our students to be able to address ‘real-life situations’ and to be confident, connected, actively involved, lifelong learners. Learners at Christ the King Catholic School will develop key competencies to help them live, learn, work and contribute as active members of their communities.
Learners at CTK will be able to:
- do things with knowledge and have active problem – solving learning experiences
- be actively engaged in the ‘whole game’ of learning
- do more than ‘learn about’ a topic
- engage in critical thinking and take action
This is what we call Integrated Inquiry learning.
For this to happen, children need to be offered rich learning opportunities: sustainability, citizenship, enterprise and globalization. In this way of learning, students participate in decisions about learning and become empowered to take action beyond traditional ways – making posters or giving presentations. It involves a way of learning that addresses authentic and meaningful concerns and supports children to develop a sense of social awareness.