Welcome to middle primary at Richmond Primary School.
What changes can you expect?
Transition
It is a big leap from junior primary into middle primary, particularly transitioning between year 3 and year 4. In year 3 much of the structure of early childhood remains – smaller classes of 24, education assistant support and fewer learning areas. In year 4 the class sizes can increase to 32, there is limited education assistant support and the number of learning areas expands. All students will notice this change and the need to adapt.
Organisation
Our middle primary students will be supported to develop independent organisational skills. These include developing a morning routine, using a homework folder and following visual timetables to be prepared for each day.
It is important that students take responsibility for their own organisation rather than relying on teachers/parents to complete these tasks for them.
Collaborative Learning
Students will contribute to group decisions in a range of situations. Their ability to work collaboratively and develop their social skills will be fostered by activities that require group planning and decision making, and interactions with people inside and outside their classrooms. Students will learn to become confident, resilient and adaptable in a group situation.
Growing importance of friendships
In middle primary students will begin to explore and develop friendships with increasing importance. Friendships are becoming an important source of support. Students will need assistance in reflecting upon their friendship choices and their ability to objectively manage friendship issues. Students will be asked to describe factors that contribute to positive relationships, including with people at school and in their community.
Development of their own identity
Students will learn to better recognise their emotions and express them appropriately. They will recognise personal qualities and achievements, work independently and show initiative. Students will discuss the value of diverse perspectives and describe a point of view that is different from their own. They will describe personal strengths and challenges and identify skills they wish to develop. Students will identify and describe factors and strategies that assist their learning. They will begin to understand themselves as learners and they will develop reflective practices.
Problem solving
Students will develop self-discipline and goal setting techniques. Students will consider, select and adopt a range of strategies for working independently and taking initiative. They will become more confident, resilient and adaptable. Students will be able to identify a range of conflict resolution strategies to negotiate positive outcomes to problems. They will be asked to persist with tasks when faced with challenges and adapt their approach where first attempts are not successful.
Reflection & goal setting
Our middle primary students will be asked to reflect upon their own learning and behaviour to identify points of need and encouraged to seek support or advice when needed. Feedback should be viewed as an opportunity for students to reflect upon their learning.
Homework
The main emphasis will be on children sharing their learning focuses in the classroom with their family. Homework set by the individual teachers, is encouraged to be completed to consolidate skills and concepts learnt in class. Supporting and fostering a good homework routine sets children up for success.
Developing skills to be a lifelong learner
Metacognition (the ability to reflect about your own learning) is an important process that empowers students to take more control of their own learning. Ultimately, as a lifelong learner, we develop the ability to formulate questions about the world around us, gather information from a variety of reliable sources, synthesise this information and develop our own understanding.
Lifelong learners are also able to identify methods that best help them to achieve this. In the middle primary we will be helping students to develop the skills to transition from ‘learning to read’ to ‘reading to learn’. They will begin to explore about how they can ‘learn how to learn’ and which techniques work best for them.