Teaching & Learning
Jackson School is a collaborative learning community for all. We aim to develop independence through safety, respect and responsibility.
We aspire to offer authentic, quality educational experiences that develop futures, create opportunities and inspire student potential; enabling our students to be valued and contributing members of the wider community. We share and celebrate our successes and achievements.
Our core purpose is to provide an inclusive, rigorous learning environment that challenges and engages our whole learning community to achieve their full potential as life-long learners.
The school provides a rich and deep curriculum with a strong focus on literacy and numeracy. In addition to the comprehensive classroom programs offered in literacy and numeracy, an integrated inquiry curriculum program addresses the domains of Science, Humanities, Civics and Citizenship and Health. These domains are also cross-referenced with the literacy program to ensure sufficient time is allocated to address the content.
Specialist teachers provide instruction in Physical Education, Food and Design Technologies and Visual and Performing Arts. ICT and eLearning is an integral part of 21st Century learning for our students. An Independence Curriculum incorporates the four General Capabilities of the Victorian Curriculum alongside continua for Occupational Therapy and Speech Pathology. Interdisciplinary, personal and social learning are addressed within these domains and supported by a range of Outdoor Education camps and excursions, including Travel Education.
Our curriculum programs will address the specific needs of students in relation to special learning needs, disabilities and impairments, “twice exceptional” high achieving students and students with English as an additional language. We will identify, track and cater for the different needs of particular contextual groups of learners (CGOLS) when developing and reviewing our curriculum.
Teaching & Learning at Jackson School is proudly based on the Victorian Curriculum. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship. The Victorian Curriculum incorporates the Australian Curriculum and reflects Victorian priorities and standards, but differs in some important respects, most notably the representation of the curriculum as a continuum of learning and the structural design.
In line with DET guidelines there are 320 Hours per year (8 Hours / Week) of English and 200 Hours per year (5 Hours / Week) of Mathematics. Literacy consists of reading and viewing; writing and speaking and listening. Our students’ individual learning plan (ILP) goals in English are linked to our curriculum. We value the importance of developing good communication skills (both verbal and non-verbal) to build the foundations of reading and writing. Numeracy consists of number and algebra; measurement and geometry; and statistics and probability. Our students’ individual learning plan (ILP) goals in Mathematics are linked to our curriculum.
We value the importance of developing visual imagery of number and how to apply these skills practically in the real world. Our Inquiry units are based on a three-year spiral curriculum of subjects from the Victorian Curriculum and general capabilities. Inquiry provides a context for teaching and learning in literacy and numeracy.
Our Lower Primary (Prep-Year 2) Curriculum follows a child-centred play-based learning model based upon the Victorian Early Year Learning Development Framework (VEYLDF). This supported learning environment is strongly focused on providing children with a strong foundation of essential literacy and numeracy skills through utilising a child’s natural propensity to learn independently and collaboratively through play. In Upper Primary and Lower Secondary (Years 3-8), children gradually move to an “inquiry-based” curriculum and then onto more collaborative project-based learning in Upper Secondary (Year 9&10). In Senior Secondary (Year 11&12) we also offer a range of pathways, including: Victorian Certificate of Applied Learning (VCAL) at Foundation Level and Applied Learning. Our Integrated Imaginative Play Program aims to develop to develop students’ oral language skills, together with social and cognitive (thinking) skills through imaginative play. Our program is adapted through Dr Karen Stagniti’s “Learn to Play” program, designed for therapists and educators to work with children who have developmental delays. The PMP (Perceptual Motor Program) aims to develop students’ perceptions and understandings of their world through movement and motor experiences. The program gives students’ a variety of experiences in seeing, hearing, touching, processing, making perceptual judgements and reacting through carefully sequenced activities.