“Teach in the way a child learns; don’t force a child to learn in the way we teach.”

Bronwyn WilsonLearning, Proof of the pudding

The Learning Support rooms are a busy place to be at St Peters. A typical day in learning support see’s many students buzzing in and out for many diverse reasons. Our extensive program includes reading, spelling and writing support, numeracy support, social skills, sensory and self-management skills and high level thinking skills for extension.

LSupport25Developing good working relationships is where it begins in learning support. We understand that all students learn, in different ways and at different paces therefore we differentiate to meet the needs of individual students. Our aim is for students to feel successful, supported and willing to take risks with their learning.

“Teach in the way a child learns; don’t force a child to learn in the way we teach.”  – Ignacio Estrada

At St Peters we believe a consistent team approach provides the best support possible for our students. In learning support we meet regularly with students, parents, teaching staff, allied health professionals and specialised support agencies.

We offer a highly regarded dyslexia program which explicitly teaches reading and spelling strategies. Students come for a 1 to 1 session and then build on the skills learnt with further specialised classroom support. We have seen fabulous resultsLSupport18 for our students with dyslexia.

This year at St Peters we have introduced a new program, Extending Mathematical Understanding (EMU). This program has been developed by educators at the Australian Catholic University. It is based on extensive research and has been proven to be a very successful in improving student outcomes. The EMU program targets each student’s mathematical learning needs.

Junior primary students involved in the EMU program are also supported by Year 7 mentors in an after school homework program twice a week.

Our high level thinking group meet weekly to discuss different strategies to extend themselves in their own learning, to solve problems and to think critically.

It is encouraging to hear comments such as “I love coming with you to learning support?” or “When can I come to learning support?” These kind of responses indicate that our students value their time in learning support.

“Thank you for Learning Support, they care for us when we need the help”.   Student Age 7

“Mrs Bird, Sometimes I feel like you are the Mummy bird and I am the baby bird and you are helping to teach me to fly” Student Age 6

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*Have you ever thought about how many different ways you can spell the ‘s’ sound or the ‘j’ sound. Or how many different sounds an ‘a’ can make? The students doing the Dyslexia intervention program have thought about this.

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*Our Year 7 mentors running the EMU homework program to help reinforce prior learning.

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* Ordering the alphabet, thinking about reversals, then pulling out the vowel sounds (Did you know ‘y’ is a “sometimes vowel”? Think about ‘happy’ or ‘cry’.)

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*Reception Phonics students thinking about the alphabet and beginning sounds.
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