Direct Explicit Teaching
At Boynewood State School, we are committed to delivering high-quality teaching through a Direct Explicit Teaching approach. This evidence-based approach ensures that students are provided with clear learning intentions, carefully sequenced instruction and multiple opportunities to practise and apply new skills.
Teachers explicitly model new concepts, provide guided practice and gradually release responsibility to students as they develop confidence and independence. Regular checks for understanding allow teachers to respond to student needs and ensure all learners are making progress.
Direct Explicit Teaching supports our focus on improving student achievement in Literacy and Numeracy by ensuring students develop strong foundational knowledge and skills. Through high expectations, consistent teaching practices and targeted support, every student is given the opportunity to succeed.
Thinking and Learning Assets
At Boynewood State School, we believe that learning is not just about acquiring knowledge; it is also about developing the skills, dispositions and habits that enable every student to become a confident, capable and independent learner.
As part of this approach, we explicitly teach the Learning Assets, which provide a common language for learning across the school. The Learning Assets help students understand how they learn, how they approach challenges and how they can become more effective learners.
The Learning Assets are:
Thinker
Open-minded • Flexible • Persistent
Researcher
Curious • Courageous • Resourceful
Collaborator
Empathic • Compassionate • Reliable
Self-Manager
Resilient • Responsible • Reflective
Communicator
Confident • Responsive • Respectful
Students learn about each asset, the skills associated with it and when it is most effective to use these skills during the learning process. Through regular reflection, discussion and authentic learning experiences, students develop a deeper understanding of themselves as learners and build the confidence to tackle new challenges.
Our focus on thinking encourages students to:
• Ask questions and seek understanding.
• Think critically and creatively.
• Reflect on their learning and progress.
• Persevere when faced with challenges.
• Work effectively with others.
• Communicate their ideas with confidence.
• Apply their learning in meaningful ways
By developing strong thinking skills alongside Literacy and Numeracy, we are preparing students to become adaptable, resilient and successful learners both now and into the future.
Rural Learning and STEM
At Boynewood State School, learning extends beyond the classroom. Students participate in hands-on learning experiences that connect curriculum concepts to our local environment authentic, and community.
As part of our commitment to providing meaningful real-world learning opportunities, Boynewood State School is developing a range of agricultural and sustainability projects through our Pick of the Crop initiative. These projects include the establishment of school gardens, an orchard and future pollinator and bee education opportunities. Through these initiatives, students will develop an
understanding of food production, environmental stewardship and the important role agriculture plays within our local community.
Students also engage in Science, Technology, Engineering and Mathematics (STEM) learning opportunities that encourage creativity, innovation, collaboration and problem-solving. Through investigations, design challenges and practical learning experiences, students develop the skills needed to navigate an ever-changing world.
Events such as our Boynewood Bush Science Expo, National Science Week activities and hands-on investigations provide opportunities for students to explore, discover and apply their learning in authentic contexts.
Assessment and Reporting
Teachers use a variety of assessment methods to monitor student progress and inform future learning. Assessment may include diagnostic, formative and summative tasks that provide valuable information about student achievement and growth.
Assessment information is used to:
• Monitor student progress.
• Identify individual learning needs.
• Inform teaching and learning programs.
• Set learning goals.
• Provide targeted support and extension opportunities.
Assessment tasks are aligned with the Australian Curriculum Achievement Standards and assist teachers to make consistent and informed judgements about student achievement. Assessment data is used to support continuous improvement and ensure every student is progressing in their learning.
Students receive a written report at the end of each semester outlining their achievement against the Australian Curriculum Achievement Standards. Parents are also encouraged to participate in formal parent-teacher interviews throughout the year to discuss student progress and learning goals.
Goals and Feedback
At Boynewood State School, students are encouraged to take an active role in their learning. Teachers provide clear learning intentions, success criteria and timely feedback to help students understand their progress and identify their next steps for improvement.
Students are supported to:
• Set individual learning goals.
• Reflect on their progress.
• Identify areas of strength and growth.
• Develop independence and responsibility as learners.
Feedback is designed to be timely, specific and focused on helping students improve. Through regular feedback and reflection, students develop ownership of their learning, celebrate success and continue striving towards their personal best.
By combining high-quality teaching, Direct Explicit Teaching, strong thinking skills, the Learning Assets and authentic learning experiences, Boynewood State School supports every student to learn, grow and succeed.